imi 


um 


it'M/ 


Ml 

J       V       V         ■*    *■■    -r    --     t     I    ^    -i  ik'    ,'    , 

/  /  ^  MiiiiivAX 

f  '3  i  1  '  '  >  h>  '■(  '    ;''j  ,    !^  ■■■■    ■ 

Hl^^^'       W 

>^<<€=?,'C<<<<<.«IC<'C^ 

<l<Cffel|<|<oi«s<5- 

■  \%{{iiMaiiiMX\i 

^<f;-^A:V<<|CCC<<IW 

{<(|«i<t<<<««r: 

.^/:;^-\l?:;V^i4iSwlV-r 

J  #  ^-  i  ^ 

cc<<<<«<<ucU<^- 

i                                                      :A<|C! 

i<  :\iiis^i\iiii<u-^ 

'f^;!^:.  .:iu  ,-icf«^f  : 

<^|><l<|||<<<|l|<^ 

<frv^V  "^ .^iiiiiis. 

.  <<<?«<l«<j<ijf5 

Aim.\v.\''-^-'^-' 

•'  ii\\\^x\\{\wM 

'  ■^■r '2  £'•  .    "  .:       . 

UiHuiiUiiiiA 

'  I  4  s  Jjf  f'^  }  ^  ^  ■' 

'\i\t:\%lU%i%ii'i 

S  \':  %•'%%%  %^^-. 

.■ixiiiiiiiUii^i 

Hi^iiiiti^r.  :    ■  • 

V<<<^'v(«t<<f<? 

l-iWii^ii^iii^^i^if 

'  '^(<{(i^<HW 

A<H^Hiii^M<M{^i<-'-  -. 

'(«{iAi««-'^- 

'€HW<i€^ii4iiHiiii-^  f  if 

>  /J  s  ^  J  i 

'iHflijJfjfSlI^^    .-    :■    .■:.-         s<-    ^'        - 

is? 

m 


^ 


o 

o 

M 


t  i 


•H 


•  ro 

fO 

l^-T^ 

+J 

o 

c 

U 

CN      ^ 

13 

;3 

LO  4-J 

CO 

TJ 

^   O 

G 

J3 

M 

O 

>-a 

=J 

o 

PQ<  O 

#ttr  Simtaj  ^t\ml: 


AND 


HOW    WE    CONDUCT    IT. 


BT 

/ 

.WALDO^ABBOT. 


WITH 

A.  N      INTR,Or>XJOTIO  W, 

BY  JOHN  S.  C.  ABBOTT. 


BOSTON: 

HEISTRY    HOYT, 

NO.    9    CORNHILL. 


Entered  according  to  Act  of  Congress,  in  the  year  1863,  by  • 

HENRY  HOYT, 

In  the  Clerk's  OflQce  of  the  District  Court  of  Massachusetts. 


INTRODUCTION. 


"By   Rev.    Jolm    S.    C.   Ab'bott. 


'HE  Sabbath  School  has  proved  itself 
to  be  emphaticall}'  the  niirseiy  of  the 
church.  Wherever  there  is  a  well 
conducted  Sabbath  School  with  its  sys- 
tem of  Bible  classes,  there  one  invaria- 
bly finds  the  organized  church  in  a  flourishing 
condition.  There  seems  to  be  here  developed 
almost  as  regular  a  progression  of  cause  and 
effect,  as  in  any  of  the  works  of  nature. 
God  shows  himself  as  ready  to  co-operate, 
with  his  divine  blessing,  in  this  sowing  of 
the  seed  and  gathering  in  of  the  harvest  of 
spiritual  husbandry,  as  in  any  of  the  more 
material  labors  in  which  men  may  engage. 
The    skillful    superintendence    of    a  Sabbath 


IV  INTRODUCTION. 


School  is  an  art  of  diificult  attainment.  It  is 
a  gift  rather  than  an  art.  As  Horace  said  of 
the  poet,  the  superintendent  is  horn  such,  not 
made.  Some  men  have  the  innate  capacity  to 
superintend  affairs.  With  comprehensive  grasp 
they  can  embrace  the  totality  of  the  •  School, 
with  all  its  diversified  interests,  while,  at  the 
same  time,  not  the  minutest  details  of  duty  can 
escape  their  eagle  glance.  With  tact,  which 
God  has  given,  they  move,  amidst  their  mul- 
tifarious duties,  unembarrassed,  instinctively  de- 
ciding, in  every  emergency,  just  what  is  to  be 
done.  As  Caesar  chose  his  generals,  always 
getting  the  right  man  for  the  right  place,  so 
they,  by  the  unerring  light  of  an  inward  con- 
sciousness, decide  who  shall  take  the  infant 
class,  who  a  class  of  refined  and  cultivated 
young  ladies,  and  who  shall  tame  a  set  of 
coarse,  vulgar,  unruly  boys,  and  who  shall 
guide  the  mature  and  thoughtful  minds  of 
Christian    adults    in    the  highest    branches    of 


INTRODUCTION. 


theology.  They  know  how  to  classify  the  pu- 
pils, so  that  congenial  and  harmonious  charac- 
ters  shall  be  together. 

Not  a  ragged  boy  can  peep  in  at  the  door 
of  such  a  school  but  he  finds  himself  lured  to 
the  very  class  to  which  he  naturally  belongs, 
and  to  the  care  of  a  teacher  who  will  not  al- 
low him  to  slip  from  his  grasp.  If  there  is 
a  teacher  absent,  the  eye  of  such  a  superin- 
tendent instantly  discerns  the  fact,  and  the 
defect  is  promptly  rectified.  Or  rather,  a 
skillful  superintendent  inspires  his  corps  of 
teachers  with  such  zeal,  that  almost  never  is 
a  teacher  absent  from  his  post  without  pro- 
viding  a   suitable   supply. 

As  the  eflSciency  of  an  anny  depends  main- 
ly upon  its  general,  so  does  the  efficiency  of 
a  Sabbath  School  depend  almost  entirely  upon 
its  superintendent.  The  first  thing  to  be  done 
in  organizing  a  Sabbath  School  is  to  get  a 
good   Superintendent,      When   Marshal  Ney,  in 


Vi  INTRODUCTION, 


9 

the  retreat  from  Moscow,  performed  a  won- 
derful feat  of  heroism,  in  which  he  rescued  a 
division  of  the  army  from  apparently  inevita- 
ble destruction.  Napoleon  grasped  him  by  the 
iinnd,  exclaiming,  "An  army  of  deer,  led  by 
a  lion,  is  better  than  an  army  of  lions  led  by 
a   deer." 

As  an  able  general  will  inspire  all  his  sub- 
ordinate officers  and  soldiers  with  heroism, 
throwing,  as  it  were  his  own  enthusiastic  spirit 
into  their  bosoms,  so  an  efficient  superinten- 
dent, b}^  the  energies  of  his  own  mind,  can 
inspire  a  whole  school  with  that  ardor  which 
fflows  and  burns  in  his  own  heart.  Fortunate- 
ly  the  free  institutions  of  our  land,  our  noble 
system  of  common  schools,  and  the  elevating 
influence  of  labor,  as  combined  in  our  manu- 
factories, has  developed,  in  every  village  of 
our  country,  men  equal  to  these  responsibili- 
ties. Any  man  who  would  make  a  good  gen- 
eral,   a   good    colonel    of    a    regiment,    a    good 


INTRODUCTION  vil 


superintendent  of  a  factory,  a  good  merchant 
having  twenty  clerks  in  his  employ,  possesses 
the  intellectual  qualifications  requisite  for  a 
good  superintendent.  He  needs  only  piety 
and  zeal   to   fit  him   fully  for  the  oflSce. 

"William  Cowper,  the  poet,  as  superintendent 
of  the  Lee  Avenue  Sabbath  School,  in  Brook- 
lyn, with  its  two  thousand  pupils,  would  run 
that  roagnificent  institution  into  remediless 
ruin  in  less  than  six  weeks.  But  you  might 
search  Christendom  in  vain  for  a  more  admir- 
able teacher  than  he  for  a  Bible  Class  of  refined 
and  highly  cultivated  young  ladies.  The  re- 
formed and  regenerated  pugilist,  fresh  from 
the  ale  house  and  the  prize  ring,  who  has 
just  learned  to  sing  the  songs  of  Zion,  placed 
over  such  a  class  of  young  ladies,  would 
drive  them  out  of  the  chm-ch  by  the  second 
Sabbath.  But  it  is  doubtful  if  one  could  find 
a  more  desirable  teacher,  lor  an  untamed  class 
of  vagabond  boys,  from  any  of  the  streets  of 
our   great    cities. 


Vm  INTRODUCTION. 


Our  Sabbath  Schools  are  now  attracting  the 
attention  and  enlisting  the  energies  of  our 
ablest  men.  The  futui-e  hope  of  the  nation 
is  greatly  centering  in  these  nurseries  of  pietj'-. 
It  is  very  important  that  the  teachers,  in 
these  Sabbath  schools,  should  be  familiar  with 
the  plans  adopted,  and  with  the  results  of 
experiments  in  other  schools.  The  writer  of 
the  following  treatise  has  had  facilities,  such 
as  few  have  enjoyed,  to  visit  schools  widely 
throughout  our  land,  and  particularly  to  study 
the  organization  and  the  routine  of  the  most 
celebrated  and  successful  Schools  existing 
among  us.  The  suggestions  contained  in  this 
volume  are  so  eminently  practical,  and  have 
proved  so  successful  in  actual  operation,  and 
they  cover  so  widely  all  the  wants  of  the 
Sabbath  School,  that  it  may  safely  be  asserted 
that  the  book  will  prove  of  gi-eat  value 
wherever  read.  The  thoughts  which  are  here 
presented    are    not     visionary     theories.       The 


INTRODUCTION.  Jx 


book  is  founded  on  the  Baconian  philosophy, 
giving  facts,  and  the  results  of  actual  exper- 
iments. 

All  that  is  here  suggested  may  not  perhaps 
wisely  be  introduced  into  any  one  school.  Each 
superintendent  has  his  own  peculiar  characteris- 
tics, his  own  modes  of  action,  and  he  can- 
not pursue  any  administrative  policy  in  a  line 
antagonistic  to  his  own  nature.  But  he  can- 
not fail  to  find,  in  these  pages,  so  rich  in 
the  record  of  the  results  of  the  labors  of  others, 
much  to  animate  him,  and  to  suggest  to  him 
that  variety  of  thoughts  and  plans  essential 
to  the  success   of   the   Sabbath   School. 

The  writer  of  this  little  treatise  has,  for 
some  time,  been  the  superintendent  of  a  Sab- 
bath School  in  New  Haven,  composed  mainly 
of  children  from  the  most  neglected  classes  in 
the  community.  In  this  school  the  principles 
contained  in  these  pages,  have  been  carried 
into   action,   with  a  degree   of  success   which  is 


INTRODUCTION. 


quite  wonderful,  and  which  effectually  invests 
this  book  with  the  character  of  a  safe  and 
practical  guide. 

John   S.    C.  Abbott. 
New  Haven,.  Conn. ^  June,  1863. 


OiLL 


OUR  SUNDAY   SCHOOLS. 


CHAPTER  I. 

ON    OKaANIZING   A    SCHOOI.. 

T  a  Sunday   School    meeting   a   short    dis- 
tance  from   New   Haven,   a   clergyman 
lately   addressed    the   children    as    fol- 
lows : 

"Look  at  nearly  all  the  great  and 
good  men  for  the  last  two  or  three  hundred 
years.  They  received  their  early  religious  cul- 
ture in   the   Sunday   School." 

It  is  unfortunate  that  this  excellent  exam- 
ple cannot  be  supported  by  facts.  But  as  not 
quite  a  hundred  years  have  passed  since  the 
first  conception  of  a  modern  Sunday  School, 
the   gentleman   was   unwittingly  a  false  teacher. 

9 


10  OUR    SUNDAY    SCHOOLS. 


At  the  first  organization  of  the  Christian 
church,  it  is  supposed  that  a  certain  degree 
of  instruction  was  afforded  to  children,  as  a 
work  called  "  The  Church  and  House  Book," 
composed  by  the  early  Christians,  contained 
directions  for  their  culture.  The  children  were 
called  "  catechumens,"  and  were,  after  a  three 
years  course  of  religious  instruction,  baptized 
and  received  into  the  church,  as  a  matter  of 
course.  These  schools  existed  until  the  eighth 
century,  when  they  appear  to  have  been  dis- 
continued. In  1527,  Martin  Luther  organiz- 
ed several  schools  in  Germany,  which  were, 
however,  more  secular,  although  they  were 
instituted  that  the  children  "  might  thereby 
be  better  able  to  read  the  Holy  Scriptures." 
In  the  latter  part  of  the  sixteenth  century, 
Cardinal  Borromeo  organized  a  Sunday  School 
in  the  Cathedral  at  Milan,  and  about  the 
same  time  (1674,)  one  was  established  at  Rox- 
bur}^,   MaGS. 


ON  OROANIZING  A  SCHOOL.  11 


In  1763,  there  was  in  Catterick,  Yorkshire, 
a  good  and  pious  curate,  named  T.  Lindsey, 
who  was  rather  a  fanatic,  and  thought  that 
children  of  the  poor  might  be  taught  some- 
thin  sr.  He  therefore  met  them  in  the  church 
an  houi*  before  afternoon  service,  and  instruct- 
ed them  in  morals,  while  his  wife  had  two 
classes  which  she  taught  reading  and  writing, 
as  well  as  virtue.  About  the  same  time,  a 
friend  of  theirs,  a  Miss  Harrison,  who  had 
seen  the  school,  started  one  in  her  own  kitchen 
at  Bedale.  She  proved  so  popular  a  teacher 
that  the  room  could  not  accommodate  the 
scholars,  and  she  was  obliged  to  have  a  suc- 
cession of  classes,  lasting  nearly  the  whole 
day,  save  during  church  hours.  She  instruct- 
ed them  in  Watts's  shorter  catechism,  and 
taught  them  hymns.  Still  these  services  were 
more  like  lectures  to  the  young  than  our 
present  school. 

At   the   same  time,   Sunday   Schools   for   the 


12  OUR    SUNDAY    SCHOOLS. 


secular  study  of  reading,  writing,  arithm^c, 
drawing,  &c.,  were  established  in  Paris,  Vienna 
and  Rome,  for  those  whose  occupations  pre- 
vented their  attending  week-day  schools.  In 
these  places,  however,  the  Sunday  School  pro- 
per,  has   never   flourished. 

The    modern    Sunday   School    is    usually  as- 
cribed to  Robert    Raikes,  of   Gloucester,   Eng- 
land,  an    editor   of    some    note.     In    1781,    he 
was   struck  with  the    miserable    appearance  of 
the    children    in    the    streets.       Released  from 
work    and    day-school,    they  were  the  pest  of 
the  neighborhood.     He  engaged   several  women 
who    kept    schools    near  by,   to    receive     such 
children  as  he  should   send,   and  instruct  them 
in  reading  and  the  catechism,  for  which  he  paid 
them  a  shilling   a  day.      It   was    i:)retty  much 
as   one  of  the  teachers   said,   "It  is  but  little 
they    pays    me,    and    it's    but    little  I  teaches 
them."     He  became  interested  in  the  children, 
and    his    general    manners    made    him    a  gi-eat 


ON    ORGANIZING    A    SCHOOL  13 


favorite  with  thorn.  The  good  fruits  were  seen, 
and  other  schools  sprang  up  all  over  England, 
the  teachers  of  which  were  paid  for  their 
services.  An  article  on  the  subject  by  Mr. 
Raikes,  in  1783,  in  his  Journal,  brought  the 
matter  before  the  world,  and  was  the  real 
coinmencement  of  the  Sunday  School  move- 
ment. Among  the  most  prominent  followers 
of  Mr.  Kaikes,  was  a  Quaker  by  the  name  of 
Joseph  Lancaster,  who,  when  eighteen  years  of 
age,  established  a  school,  and  had  ninety 
scholars  whom  he  instructed  himself.  He  de- 
voted his  life  to  educational  objects,  and  was 
the  means  of  establishing  the  Lancasterian 
schools  still  existing  in  England.  In  1812, 
he  came  to  the  United  States,  where  he  died 
in  1838.  In  1785,  William  Fox,  merchant,  of 
London,  organized  the  "  Society  for  Promoting 
Sunday  Schools  in  the  British  Dominions," 
and  in  1786,  it  was  estimated  that  there  were 
250,000  children  of  Great  Britain  in  the  Sun- 
day  Schools. 


14  OUR   SUNDAY    SCHOOLS. 


In  the  same  year,  Bishop  Asbmy,  of  Vir- 
ginia, established  a  school  on  Mr.  Raikes'  plan, 
and  in  1791,  the  first  school  of  any  kind,  was 
established  in  Philadelphia.  It  is  stated  that 
in  1793,  a  poor  African  woman,  named  Katy 
Ferguson,  Imowing  nothing  of  Robert  Raikes, 
or  Sunday  Schools,  started  the  first  one  in 
New  York  City.*  The  first  exclusively  re- 
ligious school  in  Massachusetts,  was  opened 
by  a  young  lady,  afterwards  Mrs.  Ebenezer 
Everett,  at  Beverly,  in  1805.  This  lady  was 
for  life  an  energetic  and  successful  teacher, 
and  died  a  few  years  since  in  Brunswick, 
Maine. 

The  first  school  in  connection  with  any 
church,  was  Pittsburg,  Penn.,  in  1809.  In 
most  of  these  schools  the  teachers  were  hired, 
by  which  means  a  portion  of  their  benefits  t\  -^re 
lost.  Also  the  schools  were  merely  for  the 
degraded    and    pauper    children.       The    change 

*Appleton's  Enc.    Art.   Sunday  Schools. 


ON    ORGANIZING    A    SCUOOL.  15 


from    salaried    to    voluntary    teachers   was    ef- 
fected  in  the  United   States,   in   1809. 

In  181G,  the  New  York  Sunday  School 
Union  was  established,  and  in  1824,  the  Amer- 
can  Sunday  School  Union.  In  1861,  there  were 
in  Great  Britain  and  Ireland,  3,600,000  pupils, 
and  340,000  teachers  in  the  various  schools. 
In  the  same  year  it  is  estimated  that  there 
were  in  the  United  States,  3,000,000  pupils. 
At  the  present  day,  there  are  doubtless  nearly 
4,000,000  children  in  our  Sunday  Schools, 
and  400,000   teachers. 

In  France  the  Sunday  School  has  never 
prospered.  Many  have  been  established,  but 
have  failed  or  degenerated  into  the  mere  sec- 
ular instruction  of  artisans  and  others,  unable 
to   attend   school   on  other   days. 

Our  own  beloved  country,  thanks  to  the  ener- 
gy  of  John  Wesley  and  his  followers,  to  whom 
we  are  more  indebted  than  to  any  others,  is 
now  becoming  well  supplied  with  the  little 
Sunda}^  School.     That  noble,   self-denjing  band 


16  OUR    SUNDAY    SCHOOLS. 


of  pioneer  Methodist  ministers,  are  leaving  the 
traces  of  their  labors  at  every  frontier  hut 
and  clearing.  Religion  and  progress  are  walk- 
ing hand  in  hand,  and  the  Sunday  School  will 
soon  be,  as  the  common  school  now  is,  our 
pride   strength  and   boast. 

The  Rev.  Dr.  William  Adams,  of  Naw  York, 
in  a  recent  sermon,  made  an  allusion  to  the 
death  of  his  father.  Rev.  John  L.  Adams, 
LL.  D.,  who  was  for  many  years  the  principal 
of  Phillips  Academ}',  at  Andover.  When  over 
seventy  years  of  age,  after  he  had  finished 
what  was  regarded  as  his  life-work,  and  having 
settled  down  amidst  the  enjoyments  and  quiet 
of  domestic  life,  his  strength  was  renewed  by 
a  new  form  of  Christian  activity.  By  his  own 
personal  exertions,  he  organized  in  the  State 
of  Illinois,  more  than  five  hundred  Sabbath 
Schools,  in  connection  with  which  numerous 
Christian   Churches   now   exist. 

All  know  how  wonderfully    the   Schools  have 


ON    ORGANIZING    A    SCHOOL.  17 


Spread,  and  one  can  hardly  walk  any  of  the 
streets  of  oiu*  cities,  without  hearing  some 
dirty-faced,  bare-footed  child  singing,  "  I  want 
to  be  an  angel."  Still  the  matter  is  in  its  in- 
fancy, and  requii'es  the  careful  attention  of  able 
men.  A  few  years  since,  the  writing  of  chil- 
dren's books  was  deemed  fit  occupation  for 
very  young  ladies  and  weak-minded  men. 
Now,  some  of  the  ablest  and  most  vigorous  in- 
tellects a?'e  devoted  to  children.  But  lately  a 
man  w1k>  was  good  for  nothing,  was  deemed 
amply  competent  for  a  schoolmaster.  Now,  the 
children  demand  the  wisest  and  most  learned. 
Our  Sunday  School  teachers  are  a  little  behind 
the  times,  not  in  zeal,  but  in  the  knowledge 
how  to  proceed,  and  a  realization  of  the  amount 
of  preparation  necessary  for  success  in  their 
undertaking. 

The  writer  has  visited  schools  from  Canada 
to  Texas ;  from  the  humble  beginning  in  an 
attic,   cramped   by  want  of  means,  to  the  gath- 


18  OUR    SUNDAY    SCHOOLS. 


ering  from  the  avenues,  where  the  vast  and 
much-to-be-desired  power  of  money  has  lent 
her  aid  to  form,  as  far  as  possible,  a  "  royal 
road  to  heaven."  From  what  I  have  thus 
gathered,  I  propose  to  offer  some  brief  prac- 
tical advice  on  organizing  and  sustaining  a 
Sunday   School. 

Each  school  must  be  distinctive  in  its  gen- 
eral mode  of  conduct,  as  the  children  differ 
in  age,  intelligence,  character,  wealth,  etc.  In 
establishing  a  school,  it  is  necessar^'^  to  de- 
termine first,  what  class  of  children  are  like- 
ly to  attend,  whether  rich  or  poor,  intelligent 
or  ignorant.  If  it  be  the  regular  school  con- 
nected with  the  church,  the  establishment  is 
comparatively  simple,  as  the  whole  power  of 
the  church  can  be  drawn  upon  for  teachers 
and  moral   support. 

After  providing  your  room,  obtain  your 
teachers.  If  possible,  always  have  one  more 
teacher    present    than    you    have    classes    for. 


ON    ORGA.^IZING   A    SCHOOL.  19 


It  always  has  a  very  bad  effect  to  allow  a 
class  to  wait  for  a  teacber.  They  will  not 
do  nothing.  Unless  they  can  do  something 
good^  they  will  certainly  learn  a  long  lesson 
in  mischief.  One  or  two  paper  balls  thrown 
by  boys  waiting  for  a  teacher,  will  often  breed 
an  insurrection,  that  several  Sundays'  bombard- 
ment with  the  catechism  will  not  quell.  A 
teacher  by  a  single  day's  absence  may  do  in- 
calculable  injury   to   his  class. 

An  old  story  is  told  of  two  Irishmen  who 
went  to  fish  a  kettle  from  a  river.  Mike  was 
to  lower  himself  and  hold  on  to  the  bridge 
with  his  hands,  while  Pat  was  to  hang  on  to 
his  legs  with  one  hand,  and  hook  up  the  ket- 
tle with  a  pole.  Just  as  Pat  had  got  his 
pole  into    the  water,  Mike  called  out : 

"  Hould  on,  a  bit,  Pat,  till  I  spit  on  me 
hands !  " 

The  result  can  be  demonstrated  to  any  who 
may  not    at  once   see   it. 


20  OUR    SUNDAY    SCHOOLS. 


There  is  often  a  moral  to  a  joke,  atfd  not 
a  whit  more  wise  than  Mike  is  a  teacher  who 
unnecessarily  leaves  his   scholars   for  a  session. 

He  has  lost  part  of  his  hold  on  them.  The 
children  are  left  to  coin  mischief,  worry  neigh- 
boring classes,  and  to  feel  that  their  teacher 
is  tired  of  them.  Or,  if  a  substitute  is  pro- 
vided, they  dislike  him,  and  are  not  bashful 
about  showing  it ;  or  if  they  fancy  him,  it  is 
so  much  of  the  teacher's  power  over  them 
lost. 

A  superintendent  must  determine  to  give  the 
same  energy,  care,  and  labor  in  building  up  a 
Sunday  School,  that  he  would  in  establishing 
any  new  business.  Two  hours'  work  on  Sun- 
day will  never  accomplish  it.  He  must  think 
of  all  sorts  of  novel  plans  for  entertaining 
the  children  and  drawing  them  in.  Religion 
to  most  children  is  a  pill,  which  thej^  will 
not  take  unless  it  is   sugar-coated. 

For    a    Mission   School,    a  room    should  be 


ON    ORGANIZING    A    SCHOOL.  21 


provided  as  pleasant  and  comfortable  as  pos- 
sible. If  I  were  to  have  a  hundi'ed  dollars 
to  fit  up  a  room,  or  to  pmxhase  a  library,  I 
would  expend  every  dollar  in  painting  the  walls 
a  pleasant  tint,  in  providing  comfortable  cush- 
ions, and  procuring  such  things  as  would  make 
the  Sunday  School  pleasanter  and  more  cheer- 
ful than  their  homes.  Make  it  a  little  heaven 
for  them.  If  possible,  get  some  of  the  worse 
boys  in  the  neighborhood  to  help  you  fit  up. 
This  will  make  them  feel  an  ownership  in  the 
property,  and  prevent  their  destroying  it.  They 
will  deem  it  "  our  school,"  and  woe  to  the 
fellow  who  touches  their  property.  There  are 
no  police-officers  so  vigilant  as  half-civilized 
boys,  who  have  had  one  good  point  cultivat- 
ed. Thej^  can  J:ell  by  the  looks  of  a  jack- 
Imife  whether  it  is  intended  to  rip  open  a  cush- 
ion, or  to  carve  a  "Heenan"  on  the  wall; 
and  are  not  diffident  about  requesting  its  pro- 
prietor to   give  up  the   game   or  the  knife. 


22  OU:i    SUNDAY    SCHOOLS. 


In  entertaining  company,  a  luxui'iant  easy 
chair,  by  a  glowing  fire,  in  a  cozy,  pretty 
room,  will  do  wonders.  Though  you  may 
hardly  open  your  lips,  save  to  give  welcome, 
your  guest  pronounces  yours  a  most  delight- 
ful place  to  visit.  So  a  pleasant,  comforta- 
ble school -room  will  accomplish  marvels  in 
drawing  and  keepiug  scholars ;  and  what  is 
more,  the  threat  of  expulsion  will  give  great 
power  in   discipline. 

Various  methods  are  employed  to  draw  in 
scholars.  The  best  way  is  to  make  the  ex- 
ercises entertaining,  and  there  will  usually  be 
no  difficulty  in  filling  the  room.  Pour  out 
the  molasses,  and  the  flies  will  find  it.  In 
small  places,  or  where  there  are  strong  influ- 
ences to  keep  children  away,  such  as  in  a 
Roman  Catholic  neighborhood,  it  is  well  to 
have  recourse  to  extraneous  inducements.  The 
most  common  is,  to  have  a  gingerbread  sup- 
per on  some   week-day  evening  —  an   attraction 


ON    OaIGANIZING    A    SCHOOL.  23 


SO  powerful  that  the  children  will  attend  in 
spite  of  a  bull  from  the  Pope  himself.  The 
children  are  to  have  so  good  a  time  that  they 
will  come  to  the  school  on  Sunday  from  grat- 
itude, or  a  desire  for  more  good  things.  But 
woe  unto  you,  if  the  next  Sunday  School  is 
not  a  pleasant  one.  The  childrens'  imagina- 
tions are  strung  up,  and  the  reaction  from  a 
dull  season  will  be  so  great  that  you  will 
see  them  no   more. 

Some  years  ago,  T  was  walking  down  one 
of  the  avenues  in  New-York,  in  quest  of  a 
new  Sunday  School.  Hearing  some  singing,  I 
went  up  stairs  and  into  a  room  beautifully  fur- 
nished as  a  chapel.  In  the  pulpit  was  a  gen- 
tleman I  had  frequently  seen  wielding  the  auc- 
tioneer's mallet,  and  who,  to  say  the  least, 
was  an  exceedingly  eccentric  person.  The 
singing  ceased,  and  he  took  a  text,  from  which 
he  proceeded  to  preach  a  sermon,  compensat- 
ing in   quantity   for  its   lack  in   quality.      His 


24  OUR    SUNDAY    SCHOOLS. 


audience  consisted  merely  of  three  boys  and 
myself.  Occasionally  he  would  pause  to  ejac- 
ulate, 

"  You  big  boy,  stop  that  now,"  or  "  you  lit- 
tle boy,  with  a  blue  jacket,  move  to  the  end 
of  the  bench,  and  quit  playing  while  I'm 
preaching." 

At  the  close  of  the  service,  I  remained, 
and  congratulated  him  on  his  beautiful  room, 
expressing  some  surprise  that  it  was  not  bel- 
ter filled.  It  was  the  prettiest  little  Sunday 
School  room  I  have  ever  seen.  The  gentle- 
man seemed  quite  disheartened  at  his  ill  suc- 
cess, and  wanted  sympathy.  I  gave  him  what 
I  could,  and  he  showed  me  about  the  premises. 

"  I  furnished  the  room  at  my  own  expense," 
said  he,  "  and  have  worked  hard  to  build  up 
a  school,  but  it  does  not  please  the  Lord  to 
grant  me   success." 

"  Well,  sir,  would  it  not  be  better  to  have 
your  exercises  more  adapted  to  children's  minds  ; 
make   them   more   entertaining,    and — " 


ON    ORGANIZING    A    SCHOOL.  iiO 


*'Ah,  sir,  there  you  have  fallen  into  the 
great  error  of  the  times.  All  mankind  seem 
to  be  mad  on  '  entertaining '  children.  Preach- 
ers preach  'entertaining'  sermons.  It  is  the' 
infidelity  of  the  age  sir ;  yes  sir,  the  infidel- 
ity of  the  age.  It  is  doing  vast  injur}^  You 
must  preach  and  teach  '  Christ  and  him  cru- 
cified,"  and  that  alone." 

"  True,"  said  I,  trying  to  recall  sundry  ed- 
itorials I  had  read  on  the  subject,  "  but  we 
mu.st  present  the  subject  in  an  interesting 
manner,   or  people   will  not    listen." 

''  Sir,  we  must  not  interest  people ;  why, 
they  would  come  to  Church  and  Sundaj^  School 
merely  to  be  interested.  The  Sabbath  is  too 
holy  a  day,  to  occupy  in  '  interesting '  peo- 
ple. Now  here,  every  month  or  two,  we  have 
a  fine  supper  of  good  things  for  the  children,  , 
with  addresses,  etc.,  and  sometimes  we  have 
three  hundred  children  present,"  and  his  face 
lighted   up   at    the    thought;    "why,   the    room 


26  OUR    SUNDAY    SCHOOLS. 


is  crowded  Ml.  But  then,  it  is  true  that 
they  do  not  turn  out  very  well  on  Sunday. 
I  suspect  it  is  the  Central  Park  that  keeps 
them  awa}^" 

After  some  more  such  conversation,  I  left. 
A  few  months  after,  I  was  passing,  and  took 
a  look  in  through  a  small  crack  in  the  door. 
He  was  preaching  "Christ  and  him  crucified" 
still,  and  his  audience  had  increased  to  near- 
ly a  dozen.  I  went  on  my  way  rejoicing  at 
his   success. 

Children  that  run  the  streets  will  go  where 
they  have  the  best  time.  If  they  do  not  en- 
joy themselves  at  Sunday  School,  they  will 
go  skating  or  robbing  orchards.  Of  course, 
where  parental  authority  is  exercised  they  will 
attend,  as  they  would  go  to  a  dentist's,  and 
if  their  hearts  are  not  engaged,  it  is  doubt- 
ful which  place  would  benefit  them  most. 

I  once  heard  of  a  gentleman  who  gave  an 
exhibition    of    a    magic    lantern,    intending  to 


ON  oi;oAMZi:..-i  A  sciiojL.  27 


have   Scripture    scenes,     and   give    little    moral 
plums   with  each  picture. 

I  am  unwilling  to  use  such  an  exhibition 
on  Sunday,  as  a  Sabbath  School  lesson,  l^ut 
as  a  week-day  amusement,  find  it  one  of  the 
most  popular  of  entertainments.  A  school 
must  be  under  very  perfect  control,  however, 
to  render  it  safe  to  darken  the  room.  I  have 
seen  such  confusion  occasioned  by  it,  as  to 
counterbalance  any  good  the  exhibition  might 
do. 

I  have  thought  a  good  way  would  be  to  have 
a  room  pleasantly  furnished  with  some  fine 
•  engravings,  such  as  the  exquisite  series  of  the 
"Voyage  of  Life,"  or  the  *' Cartoons  of  Eaph- 
ael."  Then  begin  by  explaining  the  pictures 
to  the  children.  Show  but  one  or  two  new 
ones  each  time,  giving  a  practical  application 
of  the  moral.  As  the  number  of  pupils  in- 
creases, divide  them  into  classes,  and  let  the 
teacher   explain  the   pictures.      By  easy  transi- 


28  OUR    SUNDAY    SCHOOLS. 


tion  from  studying  the  picture  of  the  "  Trans- 
figuration," the  class  can  be  led  to  read  the 
account  of  it  from  the  Testament,  and  before 
they  know  it,  they  are  at  the  purgatory  of 
children  —  school. 

It  is  well  to  present  to  the  children,  par- 
ticularly the  smaller  ones,  some  little  gift, 
such  as  a  picture  or  a  verse  card.  It  will 
occasion  more  talk  on  the  subject,  and  lead 
others  in  to.  obtain  some  for  themselves.  It 
is  surprising  to  notice  how  early  the  bump  of 
acquisitiveness   is   developed. 

By  all  means  avoid  bribing  the  children  to 
attend,  by  promising  any  extra  inducement ; 
that  is,  by  off'ering  an  individual  any  more 
than  all  the  pupils  can  have.  I  have  known 
of  money  being  ofi'ered  to  attract  children. 
The  gentleman  who  tried  it  realized  his  folly, 
on  being  stopped  in  the  street  by  a  little  fel- 
low,  who   said : 

"  I  say,  Mr.,  if  ye'll  give  me  six  cents,  I'll 
go   to   your   Sunday  School   for   a   month." 


ON    ORGAMZING    A    SCHOOL.  29 


Even  in  having  entertainments,  allow  only 
the  regular  members  of  the  school  to  be  pres- 
ent ;  and  then  announce  that  at  a  certain 
time  in  the  future,  j^ou  will  have  another  fes- 
tival, to  which  all  who  join  the  school  imme- 
cliatel}',  will  be  invited.  Otherwise  you  will 
have  a  large  roll  of  pupils  who  will  attend 
merely  for  the  loaves  and  fishes.  Thus  make 
your  gifts  rewards  for  work  done,  rather  than 
bribes.  Never  pay  in  advance.  It  makes  the 
children  think  that  they  confer  a  favor  on  the 
teachers  by  joining    the   school. 

It  is  only  by  carefully  watching  the  chil- 
dren, and  being  ready  with  something  new, 
as  soon  as  they  are  tired  of  the  old,  that  a 
Sabbath  School  can  be  successfully  conducted. 
There  is  a  peculiar  fascination  in  holding  the 
wheel  of  a  vessel,  and-  feeling  that  our  will 
can  compel  the  huge  mass  to  visit  Canton  or 
Liverpool,  to  bow  to  the  ice-bergs,  or  nod  to 
the   equator.      It  is   the    charm    of    influencing 


30  OUR      SUNDAY    SCHOOLS. 


matter,  of  command,  of  seeing  the  result  of 
our  own  power.  But  there  is  a  sweeter  pleas- 
ure in  moulding  the  minds  of  unruly  boj^s,  of 
seeing  the  slow  but  certain  change  from  ani- 
mals to  men,  guiding  them  so  delicately  that 
they  shall  not  feel  the  curb,  and  in  feeling 
not  only  that  they  are  growing  better,  but 
that  they  are  better  —  and  it  is  "our  handi- 
work.'* 


CHAPTER  n. 

THE     MECHANICAL    PART     OF    A    SCHOOL. 

N  entering  a  large  manufactory,  one  of 
the  noticeable  features  is  the  perfect 
order  and  regularit}'  which  prevails. 
cfjJ^  Everything  rnns  b}-  system.  Each  op- 
erator is  but  a  part  of  the  great  ma- 
chine. The  huge  driving-wheel  of  the  engine 
moves  not  more  according  to  rule,  than  the 
hundreds  of  workmen  who  throng  the  building. 
The  superintendent  has  apparently  nothing  to 
do.  The  machine  is  "  perpetual  motion,"  and 
has  received  its  start.  But  let  a  cog  in  a 
wheel  be  broken,  and  the  superintendent  knows 
it.  Quietly  he  sees  that  it  is  repaired  —  not 
merely  orders  it  done,  but  attends  to  it.  The 
ability   of   such   an   officer    consists  in  so   per- 

3  1 


32  OUR    SUNDAY    SCHOOLS. 


fecting  details   that  his  own   services,  to  a  cas- 
ual  observer,    appear    almost   unnecessary. 
A   Sunday    School   requires   the   same   perfect 

mechanism  as  a  factory.  Without  it  no  school 
can  be  very  prosperous  or  efficient.  Many  su- 
perintendents have  an  indefinite  idea  that  they 
should  be  bustling  about  continuall}',  to  re- 
mind all  that  there  is  such  an  officer.  The 
^lore  a  school  can  be  made  to  run  smoothly 
of  itself  the  better.  The  superintendent  should, 
as  it  were,  go  quietly  around,  oiling  the 
joints,  touching  the  springs,  and  learning  the 
characteristics  of  teachers  and  scholars ;  will- 
ing the  while  to  be  unnoticed.  He  who  can 
do  this  is  in  no  danger  of  oblivion.  If  pos- 
sible, call  every  one  by  name.  It  will  give 
a  great  power  to  be  able  thus  to  designate  the 
children.  It  pleases  the  good  ones,  and  causes 
the  bad  to  imagine  that  you  know  all  about 
them. 

In     selecting    a    superintendent,     great     care 


THE    MECUANICAL    PART    OF    A    SCHOOL. 


should  be  exercised  to  obtain  one  of  adminis- 
trative ability,  and  who  does  not  wear  squeaky- 
boots.  It  is  not  always  wisest  to  select  the 
most  cultivated,  or  the  one  usually  deemed 
the  most  devotional.  Not  that  I  would  cast 
the  slightest  slur  on  the  importance  of  both 
these  qualities.  But  he  who  is  quick,  ready, 
self-confident,  with  a  clear  head,  and  the  abil- 
ity to  arrange  and  classify,  with  some  imagin- 
ation for  devising  novelties,  —  is  the  man  for 
the  post.  As  between  A,  a  foreman  in  a  large 
printing-oflSce,    and  B,   a  village    physician,  or 

a  retired  minister,  I  would  select  A ;  for  the 
reason  that  his  regular  business  has  accus- 
tomed him  to  habits  of  command,  in  planning 
the  proper  division  of  labor,  and  in  working 
through  others.  The  physician's  and  minister!s 
ordinary  occupation  has  not  been  of  such  a 
character  as  to  develop  these  traits.  Neither 
is  much  of  what  is  termed  "  book-learning " 
necessary.      The     superintendent    should     never 


34  OUR    SUNDAY    SCHOOLS. 


take  a  class,  and  therefore  his  defects  in  this 
respect  will  not  be  noticed.  Be  sure  and 
select  a  successful  man :  one  who  takes  hold 
of  an  impossibility  and  creates  a  fact  out  of  it. 
Never  appoint  one  of  these  real  good,  pleasant,  in- 
efficient men,  who  can  help  every  one  but  them- 
selves. They  are  not  the  men  to  drive.  The}''  are 
capital  teachers,  but  poor  directors.  A  good 
superintendent  is  exceedingly  difficult  to  find. 
He  requires  a  rare  combination  of  energ}^, 
good  nature,  and  perseverance.  To  manage  a 
large  school  is  work — hard,  steady  work  — 
requiring  a  man  to  do  it,  and  one  who  doeS; 
not  talk  too  much. 

I  thinli  it  is  seldom  or  never  the  duty  of 
the  pastor  to  take  charge  of  the  school.  A 
faithful  minister  has  enough  to  perform  in  the 
proper  care  of  his  church.  What  more  he  does 
is  at  the  expense  of  these  primary  duties. 

Invidious  comparisons  are  sometimes  drawn 
between    the    sermons   of    the   clergy,   and    the 


THE    MECHANICAL    PART    OF    A    SCHOOL.  35 


literary  productions  of  the  lecturer,  or  the 
elaborate  appeals  of  the  advocate.  It  should 
be  remembered,  however,  that  the  lawyer  may 
occupy  a  mouth  in  preparing  an  eloquent  and 
convincing  address  which  renders  him  famous. 
The  Ij^eum  lecture  is  usually  the  fruit  of 
half  a  year's  thought,  while  the  clergjTnan  has 
to  prepare  two  or  three  sermons  a  week.  His 
mind  has  to  exhale  in  driblets.  He  has  no 
time  for  that  mature  elaborating  and  revising 
of  his  addresses  which  usually  give  them  vi- 
tality. He  must  visit  the  sick,  burj^  the  dead, 
prepare  for  the  prayer  meeting,  comfort  the 
sorrowing,  and  above  all,  worry  his  life  long^ 
how  to  make  both  sides  of  his  ledger  balance. 
A  man  who  can  do  these,  and  jet  prepare 
two  fresh,  instructive,  living  sermons  a  week, 
cannot  be  deemed  mediocre.  He  is  doing  well, 
a  great  man's  work.  I  am  not  a  clergyman, 
and  therefore  I  can  say  that  I  know  of  no 
profession   where  the  standard   of  ability   is   so 


36  OUR    SUNDAY    SCHOOLS. 


high,  or  where,  considermg  these  impediments, 
there  are  so  many  examples  of  transcendent 
genius. 

Do  not,  therefore,  lay  another  burden  up- 
on your  pastor's  shoulders,  or  allow  him  to 
assume  it.  What  interest  he  can  manifest  by 
his  occasional  presence,  his  influence,  and  his 
kindly  word,  he  should,  and  he  will  always 
do.  If  you  ask  more,  jon  are  weakening  his 
sermons  —  skimming  the  milk  which  5^ou  desire 
and  need,   for  your  own  nutrition. 

I  speak  earnestly,  for  I  read  many  articles 
calling  on  ministers  to  lead  the  teachers' 
meetings,  conduct  Bible  classes,  and  even  to 
superintend  the  school.  If  you  want  him  to 
perform  merely  the  pastoral  duties  of  a  mis- 
sionary, this  maj?-  do.  If  j^ou  desire  a  preacher, 
with  a  mind  to  guide  and  instruct  you ;  to 
enable  you  to  be  useful  in  the  Sunday  School, 
then  allow  him  leisure  to  replenish  a  brain 
already  far  too   often   drawn  upon. 


THE    MIXIIANICAL    TAUT    OF    A    SCHOOL.  37 

Probabl}^  the  best  government,  were  all  men 
honest,  would  be  a  large  legislative  power, 
and  a  one  man  administrative  power.  Cer- 
tainly in  a  Sunday  school  this  is  indispensa- 
ble. 

I  was  once  connected  with  a  large  school, 
where  a  noble  man  was  spoiled  into  a  poor 
superintendent.  He  was  so  kind-hearted  that 
I  believe  he  would  have  deemed  it  cruel  to 
kick  a  football.  He  was  so  careful  of  the 
feelings  of  others,  that  it  was  difficult  to  learn 
what  he  desired  the  teachers  to  do.  It  was 
a  five  minutes'  labor  for  him  to  persuade  and 
coax  the  children  into  semi-silence.  He  would 
jingle  his  bell  and  talk  to  them  imploringly, 
and  finally,  in  a  voice  intended  to  be  terri- 
ble, threaten  to  ''  attend  to  those  boys  who 
were  kicking  their  feet  on  the  benches."  At 
this  all  laughed,  until  it  became  too  stale  even 
for   a  joke. 

Boys  like  promptness   and  military  precision. 


38  OUR      SUNDAY   SCH0DL3. 


Give  a  boy  an  order  in  a  pleasant,  but  prompt, 
distinct,  curt  manner,  and  he  is  twice  as  like- 
ly to  obey,  as  when  it  is  given  in  a  slip- 
shod, half-beseeching  air.  A  horse  will  at 
once  tell  who  is  afraid  of  him.  Surely  a  boy 
has  more  intelligence.  Often  the  form  of  a 
command  will  betray  the  conviction  that  it  will 
be   disobeyed. 

Not  long  since  I  was  in  a  mission-school 
where  usually  there  was  excellent  order.  The 
superintendent  was  away,  and  the  assistant 
took  his  place.  Chaos  reigned  supreme,  and 
the  bell  was  continually  jingling.  At  the  close 
of  school,  the  acting  superintendent  said: 
"  Now,  boys,  I  want  you  to  go  out  in  your 
usual  orderly  manner.  Your  superintendent 
will  be  pleased  to  hear  you  have  done  so  well 
to-day.  Now  go  quietly,  girls  first."  Habit 
restrained  the  boys  for  a  moment,  but  when 
the  girls  got  fairly  into  the  aisles,  they  broke, 
and  leaping  over  benches  in  perfect  confusion, 


THE    MECHANICAL    PART    OF    A    SCHOOL.  39 


made  for  the  door.  A  few  got  out,  when  a 
stranger,  a  small,  light-built  j'ouug  man,  step- 
ped before  the  door,  and  gently  laid  his  hands 
on  two  of  the  nearest  boj^s.  He  merely  call- 
ed out  ''  boys,"  loud  enough  to  attract  at- 
tention, and  shook  his  head  slightly.  They 
knew  what  he  meant,  and  instantly  order  was 
restored.  The  girls  passed  out,  and  the  boys 
followed  quietly.  There  is  much  in  the  strange 
magnetic  influence,  which  some  persons  pos- 
sess. 

A  horse  that  has  once  run  away  with  j^ou 
cannot  be  depended  on.  Never  allow  a  school 
to  break.  You  cannot  regain  jour  power. 
The  children  must  be  trained  to  obey  quickly 
and  perfectly.  The  lesson  of  obedience  is  one 
of  the  most  important  that  children  can  be 
taught  anywhere.  It  can  be  easily  done  —  if 
j-ou  onl}^  know  how.  It  is  as  simple  as  to 
set  up   Columbus'    egg. 

In   calling   the   attention   of  the   school,   ring 


40  OUR    SUNDAY    SCHOOLS. 


the  bell  loud  enough  for  all  to  hear,  but  on 
no  account  ring  it  more  than  once.  If  you 
do,  the  next  time  the  children  will  anticipate 
a  second  bell,  and  continue  their  conversation 
accordingly.  If  a  scholar  persists  in  conver- 
sation or  noise,  call  his  name,  or  so  designate 
him   as   to   attract    attention   to    him.      Rarely 

will   one   require   to   be   thus   reproved   twice. 

The  superintendent  should  seldom  address  the 
children,  excej^t  on  matters  connected  with  the 
business  of  the  school.  They  must  know  that 
when  he  speaks,  it  is  to  give  orders  which  are 
to  be  obeyed.  Moreover,  his  turn  of  mind  be- 
comes too  familiar  to  the  children,  and  they 
desire  a  change.  Unless  he  can  devote  more 
attention  to  preparing  his  remarks  than  most 
men  do,  under  the  same  circumstances,  they 
will  become  stale,  and  encourage  among  the 
children  habits  of  inattention  to  his  voice,  pre- 
judicial  to   his   influence. 

I   place   most   of  the   government   on  the   su- 


THE    MECHANICAL    PART    OF    A  SCHOOL.  41 


perintendent,  for  the  number  of  persons  who 
are  disciplinarians  are  extremely  few.  In  most 
Sunday  schools,  not  more  than  three  or  four 
have  this  ability.  It  is  so  rare  in  the  world, 
that  it  is  a  wonder,  not  that  so  many  chil- 
dren are  ruined,  but  that  so  many  blunder 
into  the  right  path.  A  superintendent  who 
expects  each  teacher  to  enforce  order  in  his 
class,  will  have  a  noisy  school.  All  teachers 
who  ca7i  keep  order  should  do  so,  but  they 
are  few.  Many  who  can  impart  knowledge  ad- 
mirably, hardly  know  how  to  compel  a  boy  to 
remove   his   cap. 

Where  the  school  is  large,  it  is  well  to  call 
the  roll  of  the  teachers.  The  assistant  su- 
perintendent will  call  it,  and  the  superinten- 
dent will  answer  for  the  lady  teachers,  who 
may  dislike  to  repl}^  in  a  sutficiently  loud  voice 
to  be  heard  across  the  room.  This  custom  will 
prove  a  gTcat  check  upon  tardiness  and  ab- 
sence.     If  a  teacher  is  away  and  has   provided 


42  OUR    SUNDAY    SCHOOLS. 


a  substitute,  it  is  well  to  say,  "  Miss  Jones, 
absent ;  has  provided  a  substitute."  If  a  teach- 
er  is  detained   by  illness,  it  is  wise  to  state  it. 

The  superintendent  should,  if  possible,  let 
others  lead  in  prayer,  that  his  attention  may 
still  be  dn-ected  to  keeping  perfect  order.  It 
is  seldom  or  never  that  a  school  is  so  well 
drilled  that  some  will  not  be  in  mischief  when 
the  superintendent's  and  teachers'  eyes  are 
closed.  He  should  let  all  know  that  his  eyes 
are   open   and   upon   them. 

At  prayer  all  the  teachers  and  scholars 
should  take  some  uniform  position,  either  in- 
clining forward,  or  rising  and  folding  the 
hands.  For  small  children  the  latter  is  pre- 
ferable, as  it  keeps  their  hands  out  of  mis- 
chief. In  any  case  the  teachers  should  take 
the  same  position  as  the  scholars,  to  show 
that  the  posture  is  not  inconsistent  with  the 
dignity  of  a  gentleman  or  lady.  The  teachers 
should   be  prompt  to   observe   all   such  general 


TUE    MECHANICAL    PART    01-'    A    SCHOOL.  43 

forms.  It  is,  I  believe,  a  maxim  even  of 
our  theology,  that  men  are  more  easily  taught 
by  example  than  by  precept.  The  teachers  can 
induce  their  pupils  to  do  almost  anything,  if 
they  will   only   do   it   first. 

In  the  class,  the  teacher  should  be  left  as 
nearly  supreme  as  the  general  interests  of  the 
school  will  allow.  If  he  much  prefer,  let  him 
select  his  own  lessons,  and  manage  in  his  own 
wa3\  The  superintendent  should  carefiill}"  re 
frain  from  worr3'ing  a  teacher,  and  from  giving 
any  orders  to  the  class  save  through  him. 
For  instance,  if  he  wants  two  boys  to  take 
part  in  the  Sunday  School  Concert,  instead  of 
speaking  to  them  personally,  request  the  teach- 
er to  do  so.  It  weakens  a  teacher's  influence 
to  have  any  one  appear  to  be  above  him  in 
authority  over  his  own  class.  The  teacher, 
also,  should  be  very  careful  alwaj's  to  support 
the  authority  of  the  superintendent.  If  the  boys 
are  inclined   to    laugh    at    any   little   weakness 


44 


OUR    SUNDAY    SCHOOLS. 


he  may  have,  stop  it  at  once,  and,  if  possible, 
present  his  foibles  in  a  light  to  make  them 
virtues.  These  are  little  matters,  but  they 
constitute  the  smooth  finish  of  a  school's  me- 
chanism. 

After  the  opening  exercises,  the  first  duty 
of  the  superintendent  will  be,  to  suppl}^  un- 
provided classes  with  teachers.  Usually  he  has 
to  take  any  one  who  happens  to  be  present. 
Where  there  is  any  choice,  give  the  best  teach- 
er to  the  worse  class.  Where  no  teacher  can 
be  obtained,  if  the  children  of  the  class  are 
reliable,  let  them  hear  each  other's  lessons, 
and  then  read  part  of  a  certain  chapter  in 
the  Bible.  Frequently  a  class  of  girls  can  be 
so  managed  for  some  time,  pleasantly  to  tliem- 
selves,  and  cau  se  no  trouble  to  au}^  one.  If  the 
class  be  of  boys,  rather  boiling  over  with  fun 
and  spirits,  separate  them.  If  you  think  of 
nothing  better,  tell  them  you  want  their  help. 
Send   two    to   the    librarian,   who    will   manage 


THE    MECHANICAL    PART    OF    A    SCHOOL.  /*•'> 


to  keep  them  employed.  Tell  the  others  you 
want  to  know  how  many  are  present.  Give 
each  a  pencil  and  paper,  and  let  them  walk- 
very  quietly  down  the  aisles  —  each  taking  one 
—  counting  the  teachers  and  scholars.  Have 
them  write  the  result  neatly  on  paper,  in  as 
formal  a  manner  as  possible.  This  will  effec- 
tually separate  the  class,  and  be  a  great  de- 
light to  the  boys,  who  always  like  to  "  help' 
when  it  is  a  little  public  in  manner  If  the}' 
finish  too  soon,  tell  them  you  wish  it  very 
accurate,  and  they  had  better  go  over  it  again 
to  verif}'-  it.  They  will  give  great  assurance 
of  its  correc:t::ess,  but  the  next  count  will 
proJuce  such  a  different  result,  that  they  will 
have  sufficient  employment  for  the  hour.  Ke- 
ceive  the  report  with  many  thanks,  and  osten- 
tatiously put  it  in  a  very  secure  place.  Boys 
;  re  in  the  main  i^ood,  only  they  must  have 
something  to  do.  They  prefer  to  be  useful, 
but  if  they  cannot  have  a  chance,  the}'  will 
take   up   mischief. 


46  OUR   SUNDAY    SCHOOLS. 


Some  care  should  be  exercised  in  arrange- 
ing  the  classes.  Usually  the  only  system  is 
in  having  the  girls  on  one  side  of  the  room, 
and  the  boys  on  the  other.  A  capital  method 
of  making  trouble.  I  never  could  understand 
why  it  is  so  proper  for  ladies  and  gentlemen 
to  mingle  at  home,  in  companj^,  at  public 
meetings,  and  at  church,  yet  so  often  in  the 
prayer -meeting  and  Sunday  School  the}'  are 
separated,  like  the  sheep  and  the  goats,  be- 
fore their  time.  Being  among  the  goats,  it 
has   always   suggested   unpleasant   emotions. 

The  classes  should  be  so  arranged  as  to 
bring  those  most  troublesome,  near  the  super- 
intendent, where  he  can  easily  see  them.  Place 
the  Bible  Classes,  and  those  with  efficient  teach- 
ers, farthest  away.  Do  not  have  two  classes 
of  boj^s  about  the  same  age  within  spealiir.g 
distance.  Neither  would  I  advise  having  a 
class  of  young ^  young  ladies,  side  by  side,  with 
one  of  juvenile  young  men,  lest  the}'^  might  agree 


THE    MECHANICAL    PART    OF    A    SCHOOL.  47 

with  Mr.  Pope,  that  "  the  proper  study  of 
mankind  is  man,"  and  pursue  that  study  to 
the   detriment   of  others. 

Unless  necessary,  do  not  have  more  than 
six  pupils  to  one  teacher.  It  is  as  many  as 
most  can  manage  and  instruct.  In  the  Bible 
classes  there  can  be  as  many  as  can  easily 
hear  the  teacher's  voice. 

Every  class  should  be  numbered,  for  ease  in 
reference.  In  mau}'  schools  the  children  are 
numbered  also,  for  purposes  hereafter  explained. 

Each  teacher  should  keep  a  class-book,  well 
and  punctually  written  up.  It  is  a  somewhat 
difficult  matter  to  have  attended  to,  and  there- 
fore most  superintendent's  let  it  go.  Never 
let  anything  be  done  in  a  slip-shod  manner. 
Either  abolish  the  rule,  or  enforce  it.  When 
the  books  are  well  kept,  they  are  of  great 
assistance,  and  will  repay  the  slight  trouble  of 
looking   after  them. 

The  most  important  duty  of  the  superintend- 


48  OUR    SUNDAY    SCHOOLS. 


ent  is,  in  smoothing  the  path  for  the  teach- 
ers, and  encouraging  them  when  disheartened. 
All  teachers  will  at  times  become  discouraged, 
and  feel  inclined  to  abandon  their  labors.  It 
is  truly  hard  to  work  month  after  month,  with 
no  apparent  fruits ;  to  feel  that  they  are  ac- 
•  complishing  nothing,  and  perhaps  are  only  do- 
ing an  injury.  A  superintendent  should  care- 
fully watch  for  these  sj^mptoms,  and  be  ready 
with  a  kind  and  inspiriting  word ;  notice  their 
classes  frequently,  with  a  word  of  commenda- 
tion ;  refer  to  any  good  points  they  exhibit, 
either  in  order  or  recitation ;  keep  their  spir- 
its up,  and  show  himself  willing  to  be  a  per- 
sonal friend,  yet  with  great  care  to  avoid  in- 
truding himself.  Here  all  the  delicacy  and 
Christian  refinement  he  possesses  should  be 
brought  into  action,  influenced  by  the  divinest 
attribute   given   to   man  —  Love. 


CHAPTER    in. 

THE   FORMAL   EXERCISES   OF   A   SCHOOL. 

T  is  a  great  blessing  to  the  Sunday  School 
that  the  old  strong  feeling  of  denomi- 
f^  nationalism  has  so  gi-eatly  diminished  — 
a  feeling  TVhich  but  lately  caused  one 
sect  to  believe  that  a  custom  introduc- 
ed by  another,  from  that  very  fact,  must  be 
the  device  of  the  devil.  The  better  the  cus- 
tom, the  more  sure  were  its  opponents  that 
none  but  Satan  could  contiive  such  a  cunnins; 
invention  to  tempt  the  unwary  from  the  true 
church.  Unfortunately,  however,  we  are  not 
all  saints  yet,  and  a  little  of  this  "  original 
sin"  remains  hidden,  to  come  out  on  especial 
occasions.     Some   one   has   said : 

"It   is  well   that   we  are   not   all  perfect ;   if 

49 


50  OUR   SUNDAY    SCHOOLS. 


we  were,  we  should  be  so  intolerably  proud 
of  it,  that  there  would  be  no  getting  along 
with  us." 

A  short  time  since,  I  was  on  a  Committee 
for  decorating  our  church  at  Christmas.  As  it 
was  a  Congregational  Society,  it  occasioned  a 
little  talk,  as  to  its  orthodoxy.  It  would  have 
been  perfectly  correct  to  have  sent  artists  to 
paint  the  wreaths  and  festoons  in  fresco ;  but 
being  too  poor  for  that,  we  were  obliged  to 
supply  the  handiwork  of  God,  prepared  by 
willing  hands,  to  ornament  the  house  of  their 
Maker. 

"We  designed  to  have  a  moss-covered  cross 
back  of  the  pulpit,  with  a  stuffed  dove  de- 
scending on  it.  Around  the  walls  were  to  be 
evergreen  stars,  etc.  Of  course,  the  congi-ega- 
tion  dropped  in  during  the  week,  to  see  how 
the  work  progressed.  One  good  man,  a  retir- 
ed minister,  earnestly  remonstrated  against  hav- 
ing   the   cross.      "  It  will    not  do,   sir.      It  is 


THE   FORMAL    EXERCISES   OF    A    SCHOOL.  51 

imitating  Popery."  Anotlier  brother  button- 
holed me,  to  protest  against  having  the  dove. 
It  was  an  insult  to  the  Holy  Spirit.  A  third 
liked  the  design  all  but  the  stars,  which  were 
"  out  of  place  just  now,  reminding  one  of  the 
*  Star  Spangled  Banner,'  and  all  that  sort  of 
thing."  To  the  credit  of  both  the  chui'ch  and 
the  gentlemen,  a  little  pleasant  conversation 
caused  them  to  waive  their  objections,  and  ac- 
quiesce  in   the   arrangements. 

The  i^lans  suggested  in  this  chapter  will 
doubtless  be  exceedingly  disapproved  of  by 
many.  They  are  the  best  I  have  jxt  thought 
of,  and  objectors  can  easily  disregard  them.  I 
ask,  however,  that  we  take  any  form,  ceremo- 
mj^,  sermon,  hymn,  or  tune,  which  is  lilvcly 
to  assist  in  the  saving  of  souls,  from  any  sect 
or  source,  and  appropriate  it  to  our  use,  with- 
out any  regard  to  its  origin.  An  infidel,  Vol- 
taire, originated  the  fii'st  Tract  Society.  Sure- 
ly,  we    should  not  object  to    draw  forms   and 


52  OUR    SUNDAY    SCHOOLS, 


ceremonies  from   Christian   denominations  mere- 
ly because   we  prefer   our   own   creed. 

**  Seek  truth  where'er  it  may  be  found, 
Among  thy  friends,  among  thy  foes; 
On  Christian  or  on  heathen  ground, 
The  flower 's  divine,  where'er  it  blows." 

In  the  formal  exercises  of  a  school,  children 
can  only  be  kept  interested  by  taking  an  ac- 
tive part  themselves.  It  is  not  children  only 
who  prefer  talking  to  listening  to  the  discourse 
of  others.  I  think  a  very  short  service,  adapted 
to  children's  minds,  and  somewhat  after  the  Epis- 
copal form,  if  really  ably  prepared,  would  be  a 
desideratum.  Let  there  be  a  plenty  of  move- 
ment and  singing.  I  know  many  think  that 
such  a  course  would  tend  to  make  mere  form- 
alists of  them.  I  see  no  reason  for  such  a  sup- 
position ;  but  if  the  exercise  will  interest  the 
children  more,  bring  them  into  the  Sunday 
School,  and  tend  to  their  conversion,  is  it 
not  better  to  run  some  risk  of  this  in  making 


THE    FORMAL    EXERCISES    OF    A    SCHOOL.  53 


the  more  Christitius?  We  must  have  some 
form,  and  why  not  a  pleasant  one,  interest- 
ing  and   instructive   to  the   children? 

A  Quaker  met  an  acquaintance  in  whose 
church  had  recently  been  placed  a  superior  or- 
gan. The  Quaker  congratulated  him  on  its 
fine  quality.  His  acquaintance  expressed  sur- 
prise that  he  could  congratulate  him  for  an 
act  that   he   deemed   wrong. 

*'  Why,  friend,  if  thou  dost  worship  thy  God 
by  machiner}',  it  is  well  that  thou  dost  have 
a  fine  instrument." 

If  we  are  to  have  any  machinery,  any 
forms,  any  ceremony,  in  our  schools,  let  us 
have  them  all  of  first  class.  Children  require 
difi*erent  things  to  interest  and  afi'ect  them 
from  men,  just  as  they  require  difi'erent  clothes. 
A  very  short  but  diversified  formula,  with  liv- 
ing, breathing  prayers,  is  the  best.  For  my- 
self, I  prefer  the  simple,  dignified,  unpretend- 
ing service  of  the   "  meeting-house."     For  chil- 


54  OUR    SUNDAY    SCHOOLS. 


dren,  I  prefer  a  certain  degree  of  pomp  and 
ceremony. 

Pending  the  production  of  such  a  service,  a 
programme   as   follows,   is   good : 

1st.     Call   the   roll  of  teachers. 

2d.  Sing.  Singing  should  be  frequent,  and 
only  one  or  two  verses  —  seldom  more  than 
two  at  a  time.  The  children  should  always 
rise   and   stand   in   singing. 

3d.  Let  the  superintendent  read  a  portion 
from  the  Scriptures,  the  children  reading  the  al- 
ternate verses,  led  by  the  assistant,  who  should 
stand  at  the  further  end  of  the  room.  Though 
this  may  injure  the  effect  of  some  of  the  pas- 
sages, yet  it  will  keep  the  attention  of  the 
school,  which  is  more  important.  Care  should 
be  taken  in  selecting  the  passages  to  have  them 
adapted  to  their  comprehension  —  such  as  the 
history  of  the  creation,  the  lives  of  Daniel, 
Noah,  Joseph,  the  parables  of  Christ,  etc.  The 
same  subject  can  be  continued  from   Sabbath  to 


THE    FORMAL    EXERCISES    OF    A    SCHOOL.  OO 


Sabbath,  when  too  long  for  one  reading.  A 
story  that  inculcates  virtue  is  more  likely  to 
produce  an  impression  than  a  mere  command 
to  be  virtuous.  From  fifteen  to  twenty  verses 
should  be  read  at  a  time,  which  will  occupy 
about  two  minutes. 

4th.     Sing. 

5th.  A  prayer  of  not  more  than  three  min- 
utes, concluding  with  the  Lord's  Prayer,  repeat- 
ed by  the  school  in  concert.  When  a  strang- 
er leads  in  praj-er,  if  he  omit  the  Lord's 
Prayer  at  his  conclusion,  the  assistant  should 
instantly  commence  it.  The  children  antici- 
pating it,  there  will  be  no  confusion  after  the 
first  time.  They  should  have  some  uniform 
position.  If  old  enough,  let  them  incline  their 
heads   forward.      If  not,   let  them   stand. 

6th.     Sing. 

7.  Repeat  the  ten  commandments  in  con- 
cert, all  standing.  K  the  exercises  are  car- 
ried off  promptly,  this  introductorj^  service  will 
occupy   about   twenty   minutes. 


56  OUR    SUNDAY    SCHOOLS. 


8th.  The  study  of  the  lessons.  About  three 
minutes  before  time  to  close,  strike  the  bell 
as  a  warning,  that  the  teachers  ^may  have 
time  to  conclude  their  remarks.  At  the  mo- 
ment for  closing,  strike  the  bell  again,  and 
conversation  must  instantly  cease.  A  teacher 
should   stop  even   in   the  middle  of  a  sentence. 

9th.     Sing  two  verses. 

10th.  Close  with  one  or  two  choice  texts, 
repeated  in  concert,  all  standing.  It  is  well 
to  have  the  same  daily,  that  they  may  be 
learned  and  recited  by  all,  whether  they  can 
read  or  not.  Such  passages  as  the  following 
are   good : 

"  Let  the  words  of  my  mouth,  and  the  med- 
itation of  my  heart,  be  acceptable  in  thy  sight, 
O  Lord,  m}^  strength  and  my  Redeemer." — 
Psalm   xix. 

"  The  Lord  watch  between  me  and  thee 
when  we  are  absent  one  from  another."  — 
Gen.    xxxi.    49.  ^ 


thjb!  formal  exercises  of  a  school.  57 


Tliere   should  be   a   moment's  perfect   silence, 
and   then   the   school,    at   the  tap    of  the   bell, 

can   be   dismissed. 

» 

Unless  many  of  the  children  are  unable  to ' 
read,  do  not  read  more  than  the  first  two  lines 
of  the  hymn.  In  fact,  at  any  time,  it  is  a 
useless  custom  which  it  would  be  wise  to 
abolish  in  the  Sunday  School,  as  only  famil- 
iar hj'mns  are  sung.  It  is  comparatively  sel- 
dom that  a  hymn  is  so  read  as  to  be  of  any 
pleasure  or  profit.  These  exercises  can  be 
varied    so    as  to    occupy    what    time    may  be 

desired. 

There   should    be   a    door-keeper,   to   prevent 
children    running  in    during    the   exercises,   in- 
terrupting the    prayers   and  music.     It  is   sin 
gular   that   no   service    can  be   made    so  inter- 
esting that  people   will   not  tm'n  around  to  see 

who   comes   in   late. 

One   Sunday   in   February,   I  was   sitting  on 
the  piazza  of  an   hotel   in  Texas,   and  amused 


58  OUR   SUNDAY   SCHOOLS. 


myself  telling  stories  to  the  children  I  had 
gathered  around  me.  I  told  them  that  where 
I  came  from,  there  were  one  or  two  feet  of 
snow  on  the  gTound,  and  that  the  rivers  were 
all  frozen  so  that  men  and  horses  could  walk 
over  on  the  ice. 

"  "Well,  I  reckon  ye  can't  come  none  of  j'^e'r 
yankee  stories  over  us,"  exclaimed  the  oldest, 
a  boy  of  fourteen,  with  his  hands  perpetually 
in  his  pockets.  All  my  efforts  could  not  over- 
come their  incredulity.  They  had  not  seen 
the   wonder,   and  would  not  believe  it. 

But  after  all,  most  of  us  are  as  sceptical. 
Few  will  believe  what  personal  experience  has 
not  proven.  I  ask  you,  however,  to  make  a 
trial  of  this  plan  before  you  entirely  condemn 
its  working. 


CHAPTER  IV. 

ON    LESSONS   AND    CLASSES. 

^^^'EACHERS    are   often    perplexed    about 
the  best  mode   of    instructing   and   in- 
^^teresting   their    classes ;    what    question 
^^^   book,    if    an}',    should    be    used ;    and 
how   to   occupy   the   time   after   hearing 
the   lesson. 

The  burden  of  this  book  is,  "  Make  the 
Sunday  School  interesting."  So  the  lessons 
must  be  made  interesting,  or  the  children  will 
derive   but   little   benefit. 

A  story  is  told  of  a  boy  who  said  that  on 
Sundaj'  his  grandmother  used  to  tie  him  to 
the  bed-post,  to  keep  him  out  of  mischief 
while  she  was  at  church,  and  set  him  learn- 
ing  the  hymn,    "  Thine  carthl}'  Sabbaths,   Lord, 

5  9 


60  OUR    SUNDAY    SCUOOLS. 


I  love."  This  mode  of  stimulating  love  can- 
not be   commended  as  popular. 

The  mode  of  entertaining  a  class  must,  of 
course,  differ  according  to  circumstances.  One 
class  is  of  sober,  thoughtful,  intelligent  chil- 
dren, who  can  be  interested  in  the  solemn 
truths  of  the  Bible.  They  can  appreciate,  to 
a  certain  extent,  the  love  of  Christ,  the  beauty 
of  his  life,  the  grandeur  of  the  plan  of  sal- 
vation. These  facts  move  them.  Their  hearts 
are  warm  with  love  to  men  and  to  God  — 
only  they  do  not  know  it.  They  merely  want 
the  love  of  Christ  brought  before  them ;  his 
merc}^  and  sufferings.  These  feed  their  souls 
and  supply  the  cravings  of  their  hearts.  They 
want  no  amusing  stories  told  them  —  a  tear 
over  Calvary  is  sweeter  than  all  the  jokes  of 
Hood.  There  are  some  few  who  seem  born 
v/ith  so  little  "original  sin,"  that  it  is  invisi- 
ble to  the  naked    eye. 

But    here    is   a    class    of    rough,    brutalized 


ON    LESSONS    AND    CLASSES.  Gl 


boys,  picked  up  from  the  dens  of  New  York, 
dirty  and  foul  of  soul  as  of  shirt.  What  can 
they  understand  about  the  •'  beauty  of  holi- 
ness," the  teachings  of  Chi'ist's  life.  Their  ed- 
ucation is  such  that  they  would  despise  him 
for  surrendering  himself  without  showing  fight. 
They  cannot  appreciate  the  gTandeur  of  the 
sacrifice.  How  will  they  be  benefitted  or  in- 
terested in  learning  "  What  is  the  chief  end 
of  man  ? "  Theirs  is  a  life  of  action ;  the}' 
cannot  think.  .  The  art  of  thinldng  has  to 
be  learned  as  much  as  the  art  of  talkinof. 
They  find  it  impossible  to  follow  a  finished 
essay  on  ''justification  by  faith,"  and  hardly 
can  the  Christian  virtues  be  made  comprehen- 
sible  to   them. 

Of  com'se  these  two  classes  must  be  treat- 
ed difi'erently,  yet  we  find  one  person  advo- 
cating having  a  good,  jolly  time  in  Sunday 
Schools,  and  another  arguing  that  not  a  smile 
should   be   allowed   in   the   room. 


6ll  OUR    SL^'DAY    SCHOOLS. 


Each  teacher  must  study  his  class.  If  the 
scholars  are  low  in  the  moral  scale,  he  must 
appeal  to  and  instruct  their  lower  natures.  A 
missionary  on  going  to  a  heathen  land,  would 
probably  preach  in  favor  of  wearing  pantaloons 
before  he  explained  the  distinction  between 
Calvinism  and  Arminianism,  or  even  the  ad- 
vantages of  Old  or  New-Schoolism.  So  a 
teacher  should  at  first  work  away  at  the  grosser 
sins,  to  try  to  stimulate  the  healthy  action  of 
the  moral  system. 

The  old  mode  of  resuscitating,  — or  rather 
of  killing  —  a  half-drowned  man,  was  by  the 
counter-irritant  method  of  hanging  him  up  by 
the  heels  to  let  the  water  run  out  of  him. 
Now,  however,  to  the  joy  of  all  patients,  the 
treatment  is  to  lay  the  body  flat  and  rub  the 
extremities  briskly,  warming  them  well  with 
hot  bricks  and  blankets.  What  is  this  for? 
To  stimulate   the   circulation. 

Now  these    rough    boys   are   "  dead  in   sin." 


ox    LESSONS    AND    CLASSES.  63 


"We  cMimot  pour  it  out  of  them.  We  must 
stimulate  the  moral  circulation,  and  get  them 
in  a  healthy  state.  Begin  by  rubbing  the  ex- 
tremities, viz.,  preach  temperance,  virtue,  and 
truth,  appealing  not  only  to  the  Bible  to  prove 
the  necessity  of  these  qualities, — for  they  vir- 
tuall}^  do  not  believe  the  Bible, — -but  to  facts 
which  they  know,  and  to  the  teacher's  own 
experience,  which  at  first  thej'^  will  believe 
before  the  Bible.  This  is  but  teaching  moral- 
ity, it  is  true,  but  morality  is  better  than 
vice. 

Some  say,  "  Why  stop  to  lop  off  the  branch- 
es one  by  one.  Cut  down  the  whole  tree  of 
sin  at  once.  Teach  them  to  '  love  the  Lord 
their  God,'   and  it  is   done." 

True,  but  often  there  is  a  dense  underbrush 
to  be  cleared  away  before  you  can  swing  youi- 
ax  at  the  trunk.  In  breaking  a  colt,  it  would 
be  shorter  to  break  him  at  once  in  a  car- 
riage,   so    as    to   have   the   whole    thing   quickly 


64  OUR    SUNDAY    SCHOOLS. 

finished.  The  only  trouble  is,  that  it  can't  be 
done.  You  have  first  to  break  to  halter,  then 
to  harness,  then  under  the  saddle,  and,  last 
of  all,  to  the  carriage.  So  with  boj^s :  break 
olT  their  evil  habits,  and  then  there  is  a  chance 
of  making   them   Christians. 

''An  absence  of  sin  is  no  more  religion 
than   an  absence   of  weeds   is   harvest." 

The  teacher  must  work  his  way  into  the 
hearts  of  these  boys,  and  a  long,  hard,  sicken- 
ing work  it  is.  He  must  teach  them  who 
God  is,  and  what  he  requires,  before  asking 
them  to  accept  him.  He  meets  the  masked 
batteries  of  ignorance,  selfishness,  and  pride, 
all  well  manned,  at  every  step.  It  will  not  do 
to  meet  them  with  "  glittering  generalities," 
telling  them  to  be  good,  and  to  do  good. 
The  boys  wont  stand  it.  He  must  address 
them  with  force,  bring  up  facts  to  prove,  and 
interesting  stories  to  illustrate.  His  diamonds 
need   not  be  polished,   but   they  must   be  gen- 


ON    LESSONS    AND    CLASSES.  65 


uine.  Keep  their  attention  fixed  by  good  re- 
ligious instruction,  if  possible :  but  if  not,  tell 
them  anj^thing  which  will  accustom  their  minds 
to   concentration  on   any   one   subject. 

I  once  told  my  class  the  story  of  Aladin's 
Lamp  as  a  Sunday  School  lesson,  imitating 
the  original  narrator  and  the  popular  story- 
paper  in  breaking  off  at  exciting  points  and 
promising  to  continue.  I  mentioned  the  fact 
at  the  teachers'  meeting,  and  noticed  some 
sober  faces,  expressive  of  dislike  of  radical 
fanatics ;  but  the  result  has  confirmed  my 
opinion  that  in  this  case  it  was  the  best  course 
/  7c7ieiv  lioio  to  pursue.  It  cemented  the  class, 
which  was  on  the  point  of  disbanding,  and 
got  them  in  the  habit  of  regular  attendance. 
At  fii'st  it  was  merely  to  hear  the  story,  but 
soon  I  was  enabled  to  advance  a  step  higher, 
and  get  them  interested  in  Bible  stories.  Such 
boys  must  be  interested.  It  is  better  to  gath- 
er them  together  to  read  Punchy  than  to  let 
them   hang   around   grog-shops, 


60  OUR    SUNDAY    SCHOOLS. 


I  do  not  advise  bringing  fun  into  the  Sun- 
day School.  Eveiy  teacher  must  take  that 
course   which   he    believes  right  and   best. 

"'Tis  "with  our  judgment  as  our  watches, 
none  go  just  alike,  yet  each  believes  his  own." 

If  possible,  the  exercises  should  be  solemn 
and  impressive  •  yet  there  are  probably  only 
about  a  dozen  people  in  the  country  who  can 
so  conduct  them,  and  interest  the  whole  s«hool. 
Most  people  have  not  this  power,  and  must 
resort  to  poorer  methods  to  accomplish  their 
ends.  I  therefore  say,  interest  your  class  and 
keep  their  attention  by  a  direct  teaching  of 
the  Gospel  of  Christ  if  you  can :  but  with  no 
fear  of  doing  wrong  if  you  have  to  cause  a 
religious  smile,  or  even  a  genuine  honest 
laugh.  It  is  something  to  teach  a  boy  to  laugh 
honestly. 

The  teacher  should  prepare  his  lesson  care- 
fully. He  who  is  unwilling  to  take  this  trouble 
in   his    Master's    service   is   unfit   for   the   post. 


ON    LESSONS    AND    CLASSES.  67 


He  should  plan  his  lesson,  arrange  his  illus- 
trations, and  thinlv  over  attentively  what  he 
will  say.  Let  him  select  some  one  in  his  class, 
and  arrange  his  lesson  so  that  it  shall  be  a 
personal  appeal  to  him  to  repent  of  his  sins. 
He  should  resolve  to  try  to  convert  them  that 
day  —  not  next  month  or  year,  but  that  day, 
and  strive  with  the  energy  that  a  belief  of 
success  inspires.  He  may  not  have  success, 
but  it  may  be  that  he  will  have  planted 
the  seed  which  will  grow  long  after  he  has 
forgotten  it.  We  never  see  the  sprouting  of 
a  seed.  He  should  thi'ow  himself  into  the 
spirit  of  the  lesson,  and  let  his  whole  soul 
strive  for  the  end.  It  is  hardly  necessary  to 
add,  that  no  lesson  is  properly  prepared  with- 
out a  fervent  praj^er  for  a  divine  blessing  up- 
on it.  Yet  how  seldom  it  receives  this  in- 
dispensable attention.  Haydn  wrote,  "  When 
I  was  occupied  on  the  '  Creation,*  always  be- 
fore I  sat  down  to  the  piano,  I  prayed  to   God 


68  OUR    SUNDAY    SCHOOLS. 


with  earnestness  that  he  would  enable  me  to 
praise  him  worthily." 

*I  believe  that  the  reason  why  female  teach- 
ers are,  as  a  general  rule,  the  most  success- 
ful, and  that  girls  are  more  frequently  con- 
Verted  than  boys,  is  to  be  attributed  to  the 
fact  that  they  are  more  devotional  than  men. 
A  lady  teacher  seldom  forgets  to  ask  a  blessing 
on  her  labors,  and  she  receives  corresponding 
fruit. 

It  is  no  small  task  to  prepare  a  lesson 
properly,  to  plan  ever3rthing  so  that  it  will 
pass  off  smoothly.  It  will  not  do  to  have 
poor,  stupid  religious  truisms.  "  Pious  trash 
is   demoralizing." 

A  few  weeks  since,  I  heard  a  very  superior 
teacher  talking  to  her  class.  She  was  sudden- 
ly seized  with  a  desire  to  make  some  re- 
marks on  commencing  the  new  year ;  but  not 
having  bestowed  upon  the  subject  her  customary 
attention,   the   boys  were  restless,  and   thinking 


ON    LESSONS    AND    CLASSES.  69 


of  other  matters.  She  was  reminded  of  her 
failui'e  in  one  of  her  most  impressive  periods 
by  Jimmy's   exclaiming ; 

"  Oh,  Miss  Laura,  if  you  cut  your  nails  on 
Friday,   you   wont   have   the   toothache." 

Certainly  her  exhortation  was  wasted,  unless 
the  remedy  it  suggested  should  prove  infallible. 
If  the  teacher  expects  to  accomplish  anything, 
he  must  expect  to  work.  Usually,  in  the 
same  proportion  as  we  sow,  will  be  the  har- 
vest. 

It  is  the  general  opinion  that  question-books 
are  a  great  assistance  to  the  teacher.  In  learn- 
ing directly  from  the  Bible,  children  are  apt 
to  commit  the  words  by  rote,  and  have  but 
little  conception  of  the  sentiment.  One  can 
easily  ascertain  this  by  requesting  a  boy  to 
give  the  ideas  of  a  verse  in  his  own  language. 
It  will  usuall}''  prove  an  effectual  mode  of 
procuring  silence.  Some,  however,  prefer'  to 
originate  the  questions  to  suit  their  class.     For 


70  OUR    SUNDAY    SCHOOLS. 


an  able  teacher,  who  will  devote  sufficient  time 
to  the  subject,  this  may  be  better.  The  book 
is  a  great  aid  to  those  of  limited  time,  and 
as  these  questions  are  prepared  for  different 
grades  of  children,  almost  any  class  can  be 
suited. 

When  a  class  can  learn  more  than  the  regu- 
lar lesson,  it  is  well  to  vary  the  exercise  by 
letting  them  commit  to  memory  some  hymn  ap- 
propriate to  the  subject,  or  some  brief  sentiment 
worth  knowing,  such  as : 

"  Little  attentions,  a  minute  consultation  of 
the  wants  and  wishes,  tastes  and  tempers,  of 
others,  —  these  are  the  little  thiugs  that  out- 
shine  a  thousand   acts   of  showy   heroism." 

By  having  all  commit  the  same  piece,  they 
can  recite  in  concert,  and  thus  occupy  but  lit- 
tle time.  I  know  a  teacher  who  writes  a  short 
story  nearly  every  Sunday-  to  read  to  her  class. 
This  shows  the  children  that  their  teacher 
thinks  of  them  during  the  week,  and  it  pleases 


ON    LESSONS   AND    CLASSES.  71 


them.  Every  regular  lesson  should  be  perfect- 
ly learned  and  recited  before  any  other  ex- 
ercises are  taken  up.  This  is  essential.  Habits 
of  accuracy  are  important,  and  after  a  few 
trials  it  will  be  as  easy  for  the  majority  to 
have   a   perfect   as  an   imperfect   recitation. 

If  possible  have  the  exercises  such  that  all 
are  kept  employed,  as  it  secures  their  atten- 
tion  and   keeps   them   out   of  mischief. 

Do  not  try  to  teach  too  much.  It  is  un- 
necessary to  convert  the  class  into  a  theologi- 
cal seminary.  The  great  object  is  the  con- 
version of  their  souls,  not  the  cultivation  of 
their  intellects.  The  culture  is  the  means,  not 
the  end.  It  is  on  the  practical  Christianity 
of  everyday  life  that  they  want  instruction  — 
to  knov,'  how  to  act  when  a  boy  steals  their 
sled  or  pulls  their  hair,  and  in  all  the  minor 
mosquito  annoj^ances  of  life,  which  cause  even 
children  of  a  larger  growth  to  forget  them- 
selves.    As   Mr.   Beecher    remarked : 


72  OUR   SUNDAY   SCHOOLS. 


"  There  are  many  men  who  would  make  ad- 
mirable martyrs  at  the  stake,  who  fall  very 
low  over  a  cup   of    cold    coffee   for   breakfast." 

It  is  against  the  everyday  sins  that  the 
teacher  must  try  to  shield  his  pupils.  The 
chance  of  their  being  called  on  to  refute  infidel 
arguments  is  exceedingly  small,  but  they  cer- 
tainly will  be  tempted  with  anger,  intempe- 
rance, lying  and  stealing.  Guard  them  against 
these,  and  you  will  do  well.  After  they  grow 
to  manhood,  living  up  to  these  teachings,  their 
lives  alone  will  be  argument  sufficient  for  them- 
selves   in  favor   of  a   God. 

"  The  most  convincing  argument  in  favor  of 
Christianity,  is  the  life  of  a  meek  and  humble 
disciple   of   Jesus." 

A  teacher  should  not  admit  any  one  to 
his  class  without  the  knowledge  of  the  super- 
intendent. The  classes  must  be  so  arranged 
as  to  have  those  of  the  same  capabilities  and 
tone  of  mind  togctli^'r.  tlint  nil  may  be  inter- 
ested  in   the   same    things. 


ON    LESSONS   AND    CLASSES.  73 


Habits  of  punctuality  must  be  inculcated, 
the  teacher  setting  the  example.  It  is  veiy  an- 
noj'ing  to  have  teachers  and  scholars  dropping 
in  during  the  devotional  exercises.  The  teach- 
er's class-book  should  be  kept  written  up,  mark- 
ing the  children  exactly  what  they  deserve, 
and  not  through  mistaken  kindness,  marking  an 
imperfect  recitation  with  the  highest  number. 
Children  soon  see  the  injustice,  and  despise  it. 
I  have  frequently  heard  children  sneering  at 
teachers  for  this.  They  know  that  on  that 
system  a  perfect  mark  means  nothing,  save 
that  the  scholar  succeeded  in  teasing  the  teach- 
er to  write   a  lie. 

The  teacher  must  see  that  all  sing.  The 
effect  of  Sabbath  School  music  depends  much 
upon  the  volume  of  sound.  Chidlren  are  at 
times  a  little  bashful  about  singing,  and  re- 
quire encouragement.  It  should  be  impressed 
upon  them  that  it  is  as  much  theu'  dutj^  to 
assist  in    this    exercise   as  to    recite  their  les- 


74  OUR   SUNDAY    SCHOOLS. 


son.  It  is  a  duty  as  well  as  a  pleasure.  The 
teacher  must  see  that  all  the  exercises  are  at- 
tended   to   and  rules   are   complied  with. 

There  is  one  duty  of  the  teacher,  which, 
though  not  exactly  coming  under  the  subject  of 
lessons  and  classes,  may  yet  be  made  a  valua- 
ble auxiliary  to  his  instructions.  Each  teacher 
should  occasionally  visit  his  pupils,  especially 
the  poorer  ones.  It  will  repay  a  hundred-fold 
all  the  trouble  it  causes.  No  paymaster  is  so 
liberal  as  God.  A  very  little  done  for  Him  or 
His,  He  rewards  abundantly.  Many  are  the 
touching  .stories  told  of  visits  upon  the  poor 
children.  The  delight  with  which  the  little  ones 
receive  their  own  especial  caller  ;  the  dignity  with 
which  he  is  introduced  to  mamma  and  sisters ; 
the  rapidity  with  which  the  good  woman's  apron 
dusts  a  chair ;  the  voluminous  apologies  for, 
and  wonders  whj^,  on  this  particular  day  the 
dirt  of  years  has  mj^steriously  appeared  in  the 
loom,  just  because  "the  master"  was  coming; 


D\    Li::<HONS    AND    CLASSES.  75 


the  smoothing  of  the  place  where  once  there 
was  a  collar  —  all  show  how  his  visit  is  ap- 
preciated. The  poor  and  the  lonely  know  how 
to  appreciate  sj^mpathy.  Be  bright  and  cheer- 
Jpal.  Tuck  in  a  sunbeam  here  and  there,  and 
raise  a  hearty  laugh,  where  laughter  seldom 
sounds,  to  cause  momentary  forgetfulness  of  the 
wearjdng,  worrying,  sickening  poverty  around 
them.  Do  not  tell  them  they  are  lost  sinners, 
or  even  put  the  question,  "  What  is  the  state 
of  your  soul  ? "  but  put  a  little  life  and  hght 
into  the  darkened  room  and  sorrow-stricken  oc- 
cupants. Stii'  them  up  and  encourage  them. 
Eemind  them  of  the  blessings  of  life  and 
health  which  they  still  enjoy,  and  show  them 
in  what  respects  they  are  getting  the  best 
in  the  fight  for  life.  Do  not  let  them  stagnate. 
Don't  let  them  tell  their  ti'oubles.  Listen  to 
their  hopes  and  joys,  but  do  not  talk  of  hard 
times  and  rheiunatism,  and,  above  all,  don't 
whine.     Leave  something  for  them  -to   think  of, 


76  OUR   SUNDAY    SCHOOLS. 


if  it  be  only  a  tract  —  but  let  it  be  a  cheerful 
one  on  the  joys  of  heaven,  not  on  the  horrors 
of  hell.  Make  the  visit  so  bright  that  they  will 
almost  believe  that  God  sent  an  angel  to  re- 
juvenate them.  When  you  return  home  think  it 
over,  balance  the  account,  and  see  who  received 
the  most  benefit.  See  if  you  have  been  well 
paid,    and    forget    it  not. 


1 


CHAPTER  V. 

ON   MUSIC. 

FEW  words  as  to  the  music,  that  apple 
of  contention,  which  in  some  churches 
seems  to  be  productive  of  more  dis- 
cord than  harmony.  Like  a  thistle,  it 
is  rather  a  delicate  subject  to  handle. 
One  trembles  at  the  thought  of  meddling,  with 
this  theme,  yet  it  is  one  of  the  most  impor- 
tant instrumentalities  of  the  Sabbath  School. 
Many  Sunday  School  tunes  are  mere  trash. 
From  a  very  laudable  desire  to  avoid  the 
ponderous  solemnity  of  Windham  and  Balerma, 
we  have  baptized  Trankadillo  and  Old  Dog 
Tray,    and     received    them     into    the     Sunday 

School. 

Music,   to    be   sprightly   and    cheerful,    need 
not   be  flippant.      Neither    is    it    indispensable 

77 


78  OUR   SUNDAY    SCHOOLS. 


that  children's  songs  should  be  so  very  simple. 
Boys  will  learn  to  whistle  Dixie  about  as 
quickly  and  correctly  as  Greenville.  Children 
can  learn  to  sing  anything  in  the  way  of  a 
psalm  tune,  and  it  is  unfortunate  that  so 
much  rubbish  is  inflicted  upon  them.  The 
most  popular  tunes  are  not  the  simplest  in  the 
collection.  There  are  some  good  tunes  in  all 
the  books,  but  sulBcient  attention  has  not  yet 
been  given  to  the  subject.  Children's  music 
is  in  about  the  same  stage  of  advancement 
that  children's  story  books  were  seventj^  years 
ago.  I  do  not  mean  to  condemn  any  particular 
books,  for  all  are  good  in  their  wa}^,  and  of 
very  gxeat  assistance.  They  are  pioneers  in 
the  right  direction,  and  are  constantly  im- 
proving. I  wish  but  to  call  the  attention  of 
our  able  and  popular  composers  to  the  field 
open  for   a    really  superior   work. 

I   do   not   think   it   necessarily  wrong   to   use 
secular   tunes   re-arranged,   but   if  equally  good 


ON   MUSIC.  79 


ones  can  be  obtained,  without  such  associa- 
tions, it  will  be  preferable.  Select  first  our 
good  tunes  already  tested,  and  then,  if  better 
cannot  l5e   written,   apply   to   the    ballads. 

Every  school  should  have  an  able  precentor, 
a  good  musician,  with  a  strong,  decided  voice. 
If  possible,  have  a  good  melodeon,  or  if  the 
school  is  held  in  the  church  where  there  is 
an  organ,  use  that.  Do  not  feel  that  it  is 
too  much  bother.  Do  not  let  the  children 
see  that  j^ou  are  getting  along  with  as  little 
trouble  as  possible,  but  let  them  feel  that  ev- 
ery exertion  is  made  for  them.  If  the  or- 
ganist is  unable  to  attend,  some  one  in  the 
congregation  will  be  found  able  to  play  the 
simple  tunes.  Some  think  that  childi'en  can- 
not sing  with  the  organ,  but  the  introduction 
of  congregational  music  has  settled  that  they 
can.  If  the  organ  is  used,  the  precentor 
should  stand  before  the  children  and  lead  their 
voices   in  a  brisk,    decided  way.     Considerable 


80  OUR    SUNDAY    SCHOOLS. 


instruction  can  be  imparted  at  odd  times  — 
for  instance,  occasionally  show  them  the  dif- 
ference between  a  musical  sound  and  a  scream  ; 
tell  them  how  to  sing  with  expression,  and 
how  to  avoid  the  nasal  twang,  etc.  If  the 
precentor  is  a  thorough  musician,  however,  he 
will  require  no  directions  on  this  point.  Mu- 
sic is  one  of  the  most  powerful  aids  to  the 
Sunday  School,  and  a  good  precentor  is  sec- 
ond  only   to   the   superintendent. 

It  is  unnecessary  to  have  a  very  large  vari- 
ety of  tunes.  If  the  children  sing  five  each 
Sabbath,  it  will  be  two  hundred  and  sixty  a 
year.  They  can  sing  the  same  as  often  as 
once  a  month,  if  they  are  good  ones,  thus  re- 
quiring but  about  twenty-two  tunes  for  the  yesLV. 
Children  prefer  to  sing  often  the  pretty  tunes 
that  they  knovf  ivelJ,  to  having  a  variety  of 
half  learned  pieces.  Twent3^-five  are  about  as 
many  as  most  schools  can  remember,  for  as 
new  ones   are   added,   old  ones   are  lost. 


ON    MUSIC.  81 

It  is  well  for  the  precentor  to  select  a  dozen 
or  fifteen  of  the  best  voices,  and  meet  them 
occasionally  to  give  them  instruction.  Let  them 
be  the  choir,  and  on  festal  occasions  have  a 
prominent  seat  to  lead  the  music.  Teach  new 
pieces  to  them  first,  and  it  will  aid  the  school 
greatly  in  learning  them.  At  the  Sunday  School 
concerts  let  them  sit  in  the  choir-seats,  and 
sing  the  solos,  while  the  school  joins  in  the 
chorus,  which  will  form  a  pretty  effect,  and 
give   a  variety. 

The  whole  school  should  occasionally  meet  to 
practice  new  tunes,  at  which  times  some  ser- 
viceable instruction  should  be  given  them, 
principally  in  the  management  of  their  voices, 
rather   than  in  the   science   of  music. 

I  think  children  prefer  to  sing  two  or  three 
verses  often^  rather  than  to  sing  a  less  num- 
ber of  tunes  with  an  increase  of  stanzas.  It 
is  also  well  to  practice  singing  before  the 
opening  of  school,  that  the   children  may  come 


82  OUR   SUNDAY    SCHOOLS. 


early,  and  may  find  employment  as  soon  as 
they  arrive.  The  best  way  to  keep  them  out 
of  mischief  is,  to  give  them  something  to  do. 
"It  is  good  enough  for  children,"  is  a  com- 
mon saying.  But  think  not  so  of  them  —  the 
very  elect  of  God ;  naturally  so  loving  and 
loveable,  so  pure  and  simple,  that  art  can  find 
no  better  model  for  the  angels ;  who  are  al- 
most holy  imtil  contaminated  by  men.  Think 
not  so  to  treat  those  whom  Christ  has  espec- 
ially welcomed  near  him,  taken  upon  his  knee, 
and  set  as  an  example  for  all  men.  Think 
rather  that  nothing  is  too  good  for  children, 
no  labor  too  great  to  shield  them,  no  sacri- 
fice too  costly  to  save  them.  Let  choicest 
music,  penned  by  the  ablest  of  masters,  lend 
her  refinement  to  purify  the  heart ;  let  art 
wield  her  pencil  and  brush  with  enthusiasm, 
to  cultivate  a  pure  and  delicate  taste.  Let 
gold  be  lavished  upon  the  noblest  work  that 
gold    knows    how    to    perform,     and   men   and 


ON    MUSIC.  83 


women    bring    their     experience,    culture      and 
time,   to  guide    and    direct    the  neglected  and 


forgotten  children. 


CHAPTEK  VI. 


ON     LIBRARIES. 


R.  BELLAMY  is  said  once  to  have 
spoken  as  follows : 
^^^~^  ^  "When  men  go  fishing  for  trout, 
they  take  a  light  tapering  pole,  with  a 
fine  silken  line  attached,  and  a  sharp 
hook  with  a  sweet  morsel  of  worm  on  the 
end.  They  noiselessly  drop  the  line  on  the 
water,  and  let  it  float  to  the  fish,  who  nibbles, 
and  by  a  slight  twitch  is  landed  safely  on  the 
bank. 

"  But  when  some  men  go  fishing  for  souls, 
they  tie  a  cable  on  to  a  stick  of  timber,  and 
an  anchor  is  the  hook.  On  it  a  great  junk  of 
bait  is  stuck,  and  with  this  pondrous  machine 
grasped    in    both    hands,     they    walk    up   and 

84 


ON    LIBllAUIES.  85 

down,  thi'ashing  the  water,  and  bellowing  at 
the  top  of  their  voices,  'Bite,  or  be  damn- 
ed.' " 

There  is  much  of  truth  in  the  idea  that 
more  skill  might  be  employed  in  enticing  peo- 
ple to  accept  salvation.  Both  in  the  church 
and  the  Sunda}^  School,  lie  is  usually  the  most 
succes3ful  angler  who  pays  the  most  attention 
to  the  minutiae  of  his  tackle,  and  exercises  the 
greatest  skill  in  throwing  his  hook.  To  continue 
the  metaphor,  the  library  is  the  bait  in  most 
schools  to  draw  in  the  scholars,  and,  as  in 
angling,  much  depends  on  the  natm-e  of  the 
attraction.  The  books  must  be  interesting  and 
entertaining.  The  more  instruction,  both  re- 
ligious and  general,  that  can  be  introduced  in 
them  the  better.  They  must  difier  in  character 
according   to  the   class   of  pupils. 

Some  statistics  have  recently  been  given 
concerning  the  factory  operatives  in  Manches- 
ter,   England.       Among    those    who    had   been 


86  OUR    SUNDAY    SCHOOLS. 


placed  in  the  poor  house  and  various  asylums, 
fifty-five  per  cent,  were  familiar  with  the  his- 
tories of  Jack  Ketch,  Dick  Turpin,  and  that 
class  of  notorities,  while  about  the  same  num- 
ber were  utterly  ignorant  of  the  name  of  our 
Saviour.  While  we  can  ])]'oudly  say  that  no 
such  statistics  could  be  oiven  by  any  institu- 
tion in  our  country,  yet  there  is  a  degree 
of  popular  ignorance  fnv  beyond  what  most 
people   imagine. 

Of  course  it  is  often  no  use  to  present  a 
volume  of  "  Religious  Tracts  "  to  such  persons. 
They  will  prefer  to  read  the  Sunday  papers. 
For  them,  books  of  a  lively,  exciting  nature, 
with  some  moral,  inculcating  temperance,  vir- 
tue, honesty,  etc.,  should  be  proA^ded,  as  they 
will  be  more  likely  to  read  them,  and  therefore 
to  receive  benefit.  It  is  useless  to  put  in  or- 
dinary Sunday  School  libraries  such  works  as 
Dodridge's  Rise  and  Progress,  and  Baxter's 
Saint's    Rest.      I    have    frequentl}'-   seen    them, 


ON    LIBRARIES.  87 


and  always  they  were  in  an  excellent  state  of 
preservation,  and  invariably  to  be  found  in 
their  place.  Some  Schools  provide  them  for 
the  teachers,  but  generally  teachers  desire  more 
entertaining  works  as  well  as  the  children. 
Occasionally  a  few  individuals  may  be  found 
who  will  read  such  books,  but  as  they  can 
be  obtained  elsewhere,  it  is  probably  not  wise 
to  invest  much  monej^  in  them  for  the  school. 
Tlic  Sunday  School  must  have  the  books  of 
the  age,  ar.d  not  old  musty  works,  valuable 
in  their  time,  and  not  to  be  despised  now, 
but  without  the  necessary  sparkle  for  children's 
palates.  There  are  many  such  "  standard  '* 
works,  which  every  one  praises,  many  own, 
and    few   read.*       We    treat    them    as    Sterne 


*I  would  not  be  understood  as  attempting  to  cast  odium  on 
t'lese  works.  There  are  still  found  a  few  young  people  who 
read  them  with  delight  and  profit.  One  of  our  most  eminent 
living  authoresses  remarked  that  there  were  no  books  she  more 
eagerly  devoured,  when  a  child.  Such  cases,  however,  are 
exceptional,  and  it  is  hardly  worth  while  to  provide  for  them . 


88  OUR    SUNDAY    SCHOOLS. 


says  we  do   great  men,   "learn  their  titles  and 
then   brag  of  their   acquaintance." 

The   question  is   often  raised    as  to  whether 
any  books    should    be    placed    in    the    library 
which    are    not    usually    deemed    devotional  in 
their   character.     My  experience  has   led  me   to 
advise  gi*eat  liberality  in  the  selection   of  libra- 
ries, particularly^  those  for  ordinarj^  city  schools. 
One   object  of  the  library  is  to   provide  whole- 
some   enjoyment   for    the     children    during    the 
week,   to  keep    them   out   of    the   streets,   and 
at    the    same    time   to    convey  some   useful  in- 
formation.    If  a  book  will  accomplish   this,  and 
is   of  a   high   moral    character,    even   though  it 
may  not  be  strictly  devotional  in  its   teachings, 
I   would  admit  it.     The  good  it  will  do  during 
the   week  in  raising  the  standard  of  honor  and 
morality,     will    more    than    counterbalance    the 
possibilit}^  of  any  Jiarm   its   reading  on  Sunday 
may   occasion. 

Some  years  ago,  m}'  father  was  the  pastor  of 


ON    LIBRARIES.  89 


the  Congregational  Cliurch  on  the  island  of 
Nantucket.  It  was  customary  for  the  church 
to  place  on  every  whale-ship  lea^dng  the  island? 
a  library  for  the  use  of  the  crew.  "  The 
Evangelical  Family  Library,"  published  by  the 
American  Tract  Society,  was  selected,  and  it 
looked  finety  in  the  annual  report  of  the  Society 
to  state,  "  We  have  placed  fifty  set?  of  the 
Evangelical  Family  Librar}^  on  whale- ships  dur- 
ing the  past  3^ear,"  and  a  nice  little  speech 
could  be  made  about  the  old  fathers  of  the 
church  preaching  to  the  sailors  when  tossed 
upon   the   mighty   deep,   etc.,   etc. 

The  captain  on  the  first  Sunday  out  would 
bring  the  books  on  deck  and  tell  the  sailors 
to  help  themselves.  With  awkward  hands  thej^ 
would  open  a  volume  to  "  The  Call  to  the  Un- 
converted," and  slowly  spell  out  a  page,  and 
then,  laying  down  the  book  for  a  fresh  quid 
of  tobacco,  would  forget  to  resume  it.  The 
books    would    return      almost  untouched,    glued 


90  OUR    SUNDAY    SCHOOLS. 

together  with  the  damp  and  brine  gathered  by 
a  four  years'   cruise. 

It  was  deemed  best  to  cast  aside  these 
books  and  send  in  their  place  "  Sargent's 
Temperance  Tales/'  They  were  read  and  re- 
read, until  leaves  and  covers  obtained  a  di- 
vorce. None  ever  reached  Nantucket  again. 
Captains  have  stated  that  two  ships  meeting 
in  the  cold  fishing  regions  of  the  North,  a 
boat  from  one  would  board  the  other,  and  al- 
most the  first  question  would  be,  "  Have  you 
any  of  Sargent's  books  to  spare?"  They 
would  circulate  from  ship  to  ship  as  long  as 
a  story   could  be  found  complete. 

The  popular  newspapers  of  the  present 
day.  containing  the  exciting  stories  of  "The 
Blood}^  Tomahawk,  a  tale  of  love,  beauty,  and 
daring,"  are  accessible  to  the  poorest.  ChiL 
dren  find  such  trash  under  their  ej^es  contin- 
ually, and  will  read  it  unless  something  as 
entertaining  is  provided.     The    Sunday   School 


ON    LIBRARIES.  91 


has  to  compete  with  it,  and  it  mil  not  answer 
to  furnish  old  sermons,  flavored  with  a  cen- 
tury's bottling.  The  Sunday  School  Societies 
have  noticed  and  acted  on  this.  They  have 
generally  given  a  good  set  of  books,  without 
which  it  would  be  diflScult  to  furnish  a  Sun- 
day school  library.  Still,  many  of  the  books 
are  but  little  novelettes  with  morals  dropped 
iu  here  and  there  —  which  the  children  always 
:  kip.  They  are  very  good  and  highly  moral, 
only  they  convey  scared}^  any  useful  informa- 
lion.  I  deem  a  good  child's  history,  giving 
real  practical  instruction,  in  a  readable  manner, 
of  higher  moral  and  religious  tendency^  than  a 
sentimental  memou-  of  a  good  little  girl  who 
never  did  any  thing  wrong,  and  who  conse- 
quently, was  cut  off  from  her  sinful  fellow- 
creatures  at  the  early  age  of  ten.  We  want 
more  books  to  teach  us  how  to  live  in  a  strong, 
health}^,  moral  manner  as  a  preparation  to 
learning   how   to   die. 


92  OUR    SUNDAY    SCHOOLS. 

I  would  have  all  of  Harpers'  story  books, 
maii}^  of  Miss  Edgewcrtli's  works,  some  of 
Peter  Parley's,  Harpers'  Abbott's  Histories,  and 
many  such  works  not  utiially  deemed  entirely 
religious.  This  v.ould  be  an  expensive  library, 
as  the  books  would  be  read,  and  consequent- 
ly would  not  hi.'it  so  long.  It  would,  how- 
ever, be  a  icorling  library,  and  accomplish  its 
purpose. 

But  do  not  hold  me  responsible  for  these 
opinions  unless  3"ou  link  with  them  the  fol- 
lowing :  Each  teacher  should  glance  at  every 
book  he  gives  to  his  pupils  that  he  may 
know  its  character.  A  book  that  would  be 
well  for  one  scholar  to  read,  would  be  unad- 
visible  for  another.  One  child  dislikes  reading, 
and  is  full  of  fire  and  steam,  and  is  playing  and 
lighting  continually.  Give  him  almost  anything 
to  create  an  interest  in  books.  Lend  him  a 
Robinson  Crusoe  kind  of  book.  Another  has 
had  his  head  turned  by  sentimental  love  stories. 


ON    LIBRARIES.  93 

Try  to  turn  him  back  with  an  exciting  his- 
tory which  will  teach  him  something  manly  and 
noble.  Another  is  in  such  a  state  of  mind 
that,  with  careful  management  he  may  be  led 
to  the  Saviour.  Give  him  books  tending  di- 
rectlj^  that  way ;  of  a  devotional  character, 
yet  interesting  and  full  of  life.  A  girl  will 
often  require  a  different  book  from  a  hoy.  In 
the  present  organization  of  society  the  one  is 
the  passive  and  the  other  the  active.  The 
girl  must  be  taught  to  endure,  the  boy  to 
act.  Age  will  vary  the  requirements,  and  a 
teacher  must  not  feel  that  every  book  in  the 
librar}^  is  suitable  for  every  scholar.  It  is 
putting  an  undue  responsibility  on  the  library 
committee.  It  is  well  frequently  to  question 
the  pupils  on  the  books  they  have  read,  to 
judge   of  the   influence   on   their  minds. 

It  has  usually  been  deemed  unprofitable  to 
have  libraries  for  the  lower  class  of  Mission 
Schools,    as  the    transient    members    will  take 


94  OUR    SUNDAY   SCHOOLS. 


books,  and  when  they  disappear  the  books  will 
accompany  them.  In  my  own  school,  (one 
of  this  character)  I  had  opposed  a  library* 
until  a  teacher  suggested  that  merely  the  mem- 
bers of  the  "  Legion  of  Honor,"*  should  have 
access  to  the  library.  They  being  regular 
attendants,  the  loss  of  books  would  not  be 
very  serious,  and  the  privileges  of  the  library 
would  be  an  additional  stimulant  for  the  chil- 
dren to  join  the  "  Legion."  The  plan  works 
well,  and  exerts  a  great  power  over  the  pu- 
pils. If  they  misbehave,  they  lose  their  books 
for  the   month.  ' 

The  best  method  of  preserving  the  books 
has  puzzled  the  librarians  exceedingly.  The 
Sunday  School  has  been  a  very  efficient  col- 
porter  in  circulating  books  of  a  good  class 
throughout  the  country.  It  is  impossible  to 
devise    any  plan    which  will    prevent   all  loss. 


*The  "Legion  of  Honor"    is  described  in  chapter  8.     Disci- 
pline and   Incentives. 


ON    LIBRARIES. 


95 


TLc  follo\\iiig  is  an  economical  method  for  a 
large  school,  and -on  the  whole  works  the  best 
that   I  have  yet  seen. 

In  the   first  place  have    two  hoards   painted 
as  follows : 


To  100. 

To  200. 

1 

2 

1 

2 

3 

4 

3 

4 

and 

so  on 

and 

60  on 

to 

100 

to 

200 

There  should  be  as  man}'  columns  of  one 
hundred  numbers  each  as  may  be  required.  In 
the  centre  of  each  number  there  should  be  a 
hook  or  brad.  One  board  should  have  as 
many  numbers  as  there  are  pupils  in  the  school, 
and  the  other  as  many  as  there  are  books 
in  the  library.  On  the  hooks  of  the  library 
hoards  there  should  be  round  pieces  of  tin,  with 
a  hole  punched  in  them  to  hang  by,  These 
tins  must  have  numbers  stamped  on  them  coiv 
responding    with  their    numbers   on  the  board. 


96  OUR       SUNDAY    SCHOOLS. 

Each  scholar  has  a  number  by  which  he  is 
designated  instead  of  a  name.  For  instance, 
James  Fox  is  numbered  ^>6.  He  desires  book 
No.  48,  which  is  given  him,  and  the  librarian 
removes  the  tin  check  from  No.  48  on  the  li- 
brary board,  and  places  it  on  No.  36  on  the 
scholars'  board.  This  shows  that  boy  No.  86 
has  volume  No.  48.  The  next  Sunday  No.  36 
desires  another  book,  but  forgets  to  return  the 
one  he  already  has.  The  librarian  glances  at 
his  number,  and  seeing  it  covered,  refuses  to 
supply  the  volume  until  No.  48  is  returned. 
By  this  method  the  librarian  keeps  the  whole 
record   and   the   teacher    has   no   trouble. 

The  numbers  on  the  board  should  be  ar- 
ranged in  double  columns  of  one  hundred,  as 
in  the  diagram,  with  the  odd  numbers  on 
the  left,  and  even  on  the  right,  for  ease  in 
finding  a  given  number.  B}'  having  them  in 
columns  of  one  hundred,  it  is  unneccesary  to 
repeat    the    third    figure,    and    therefore    larger 


ON    LIBRARIES.  97 


figures  can  be  painted  in  the  same  space. 
The  boards  might  be  made  cheaply,  by  cut- 
ting the  numbers  from  paper  and  pasting 
them  on,  afterwards  varnishing  the  whole  to 
render  them  secure,  or  by  writing  them  on  a 
painted  board,   with  a   coarse  pen. 

In  calling  for  the  books,  the  teachers  will 
TVTite   on  a   small   strip   of  paper   as   follows : 

Class  No.   16. 

36  I  48,  210,  8,   5,   12. 
214  I  24,   19,  27,   153,  440. 

The  left  hand  figures  tell  what  scholar  to 
charge  the  books  to,  and  those  on  the  right 
show  that  he  desires  one  of  the  five  volumes 
selected.  Several  are  designated,  so  that  if 
some  are  out,  one  can  pretty  surely  be  found 
in. 

In  returaing  the  books,  a  similar  paper 
should  be  sent,  only  instead  of  the  five  num- 
bers to  the  right,  there  should  be  onty  the 
number  of  the  book  returned.  The  librarian 
will  compare  the  returned   books  and  the  state- 


98 


OUR    SUNDAY    SCHOOLS. 


ment,  and  if  correct,  remove  the  check  from 
."No.  36,  scholars'  board,  and  replace  it  on  48' 
library  board. 

For  very  small  schools  all  this  machinery  is 
unnecessary,  but  where  there  are  over  a  hun- 
dred and  fifty  pupils,  this  method  is  the  easiest, 
safest,   and  best. 

The  Sunday  school  Union  have  prepared 
another  plan  as  follows ;  A  large  card  is 
printed   in  blank,   thus ; 


Teacher's  Name.— John  3S 
Pupil's  Name. 

OELE. 

Date, 

Feb. 

9. 

Date. 

Date, 

< 

Date. 

Dlass  N 
Date. 

0,6. 
Date. 

J.  Fox.. 

36 
14 

48 

W.  True 

28 
19 
13 

Etc. 

Tlie   scholars   select    three    or    four   numbers 
of  the   books   they   desire,    and    write   them  on 


ox    LIBIIAUIES.  99 


the  card  as  in  the  diagram.  The  librarian 
selects  the  first  one  that  is  in,  and  draws  his 
pencil  through  the  other  figures,  so  the  one 
left  untouched  is  the  one  charged  to  the 
scholar.  The  theory  is,  that  the  teacher  will 
copy  this  number  into  the  class-book  and  see 
that  it  is  returned,  but  the  practice  is  to  take 
no  further  notice  of  it.  The  card  soon  be- 
comes thoroughly  covered  with  pencil  marks, 
and  the  record  is  lost  in  the  mass  of  carbon. 
In  the  board  plan  the  check  can  hang  on  the 
scholars'  number  as  many  months  as  the  book 
ma}^  be  out. 

A  third  plan  shown  me  by  a  librarian,  which 
is  successful  in  small  schools,  is  for  the  li- 
brarian to  have  the  names  of  the  scholars  ar- 
ranged in  classes,  and  written  on  a  large  stifi 
card,   as  follows; 


100 


OUR    SUNDAY    SCHOOLS. 


JANUARY. 

4 

11 

18 

25 

Class  1. — John  Bagshaw,    .  . 

33 

36 

Andrew  Clark,  &c. 

m 

90 

Class  2.— William  Mack,  .  . 

^ 

18 

Michael  Dorsey,  &c. 

n 

17 

As  the  books  are  distributed,  they  can  be 
charged  on  the  card,  and  crossed  when  return- 
ed. A  glance  will  show  whether  the  last 
book  is  restored.  The  card  should  be  large, 
to  allow  a  plenty  of  room  for  figures,  and  to 
enable  the  librarian  to  hold  it  while  marking 
the  numbers.  A  fresh  card  should  be  prepar- 
ed monthly,  and  the  outstanding  books  trans- 
ferred. If  the  card  is  retained  long,  the  pen- 
cil marks  will  become  rubbed  and  confused. 
Where  there  are  more  than  ten  classes,  there 
should  be  two  cards,  so  that  an  assistant  li- 
brarian  can   be   emplo^^ed. 


ON    LIBRARIES.  101 

There  should  be  a  printed  catalogue  of  the 
books,  with  their  numbers,  from  which  the  chil- 
dren, under  the  guidance  of  their  teacher,  can 
select.  Of  course,  frequently,  they  will  be 
dissatisfied  with  their  choice,  but  it  must  be 
a  rule  that  no  book  can  be  exchanged,  or 
the  hour  will  be  occupied  in  suiting  them. 
If  the  book  is  morally  unsuitable,  the  teacher 
must  manage  to  have  it  changed,  even  break- 
ing the  rule,  though  if  he  has  an  appropriate 
one  at  his  own  house,  it  would  be  better  to 
lend  it  to  the  scholar  in  place  of  the  library 
book. 

When  the  Sunday  School  is  held  in  the  body 
of  the  church,  the  library  can  be  placed  at 
the  end  of  one  of  the  galleries.  There  it  is 
out  of  the  way,  and  the  movements  of  the 
librarians  will  not  attract  the  attention  of  the 
scholars  from   their   lessons. 

In  following  the  plans  suggested  in  this  chap- 
ter,  some    money  will    be   required,    which   al- 


102  OUll    SUNDAY    SCHOOLS. 


most  always  seems  to  be  grudged  the  Sunday 
School.  Usually  the  unnecessary  loss  of  books 
in  an  ill-regulated  library  is  muxih.  more  than 
will  serve  to  provide  the  necessary  safeguards, 
yet  we  often  find  churches  possessed  of  such 
"  great  hunks  of  wisdom,"  that  they  often  ap- 
prove  of  this   mode   of  economizing. 

When  boys  do  not  fancy  a  book,  in  order 
to  persuade  the  teacher  to  change  it,  they 
will  often  falsel}^  profess  to  have  read  it.  It 
is  so  common  a  lie  that  they  hardly  deem  it 
wrong.  It  is  like  the  ladies'  "  not  at  home." 
Boys  who  are  commonly  truthful  will  commit 
this   sin. 

If  a  book  has  been  out  three  weeks,  the  libra- 
rian should  write  the  fact  on  a  slip  of  paper 
and  hand  it  to  the  teacher,  who  should  see 
that  it  is  returned.  If  the  book  is  lost,  or 
the  pupil  sick,  he  should  report  the  fact  to  the 
librarian.  It  will  also  be  stated  in  the  teach- 
er's monthly  report  to  the  superintendent,  as. 
explained   in   Chapter  IX. 


ON    LIBRARIES.  103 


The  library  must  be  under  the  charge  of  a 
s;iiart,  active,  business  man.  Considerable  abil- 
ity and  labor  is  required  to  keep  the  books 
<)■;*  a  large  school  in  proper  order.  The  books 
f.'  mild  all  be  covered  with  heavy  brown  paper, 
iiiid  the  Sunday  School  label  pasted  on  the 
outside  cover  as  well  as  the  inside,  or  many 
books  will  creep  into  other  libraries.  The  li- 
brarian must  be  a  man  of  good  nature,  and 
patience,  for  both  will  be  considerably  taxed. 
A  Sunday  School  to  be  successful,  should  have 
three  enterprising,  energetic,  hard-working  men 
—  a  superintendent,  a  precentor,  and  a  librarian. 
With  these,  any  school  can  be  made  to  run 
smoothly  and  efficiently.  Not  a  little  of  its 
success  depends  upon  the  good  arrangement 
and   management   of  the   librarian. 


CHAPTER  VII. 


MISSIONARY   SUNDAYS   AND    MONTHLY  CONCERTS. 


T   is   customary  in  many  Sunday  Schools 
^    to    observe    the    first    Sunda}^    in    the 


month  as  "  Missionary  Sunday."  In 
the  wealthier  schools,  the  children  con- 
tribute some  money  for  the  support  of 
a  missionar3^  who  usually  writes  a  letter  to 
them  every  month  in  return.  This  letter  is 
read  to  the  school,  from  which  circumstance 
the  name  of  Missionary  Sunday  is  acquired. 
A  contribution  is  taken  up  for  missionary  pur- 
poses, and  speeches,  singing,  etc.,  occupy  the 
time  usually  devoted   to  the   lessons. 

Many   schools   have   also,   on   the   evening   of 
the    second   Sabbath    in  the   month,    a   special 

104 


MISSIONARY    SUNDAYS,    ETC.  105 


service,  usually  held  in  the  church,  where  the 
parents  and  friends  are  present  with  the  chil- 
dren. The  exercises  are  similar  to  those  of 
the  Missionary  Sunday,  onl}^  no  particular  ref- 
erence  is   made   to   the   missionary   field. 

I  think  it  is  unwise  to  have  both  these 
services.  Where  the  evening  service  can  be 
held,  the  usual  lessons  should  proceed  in  the 
day-school  regularly  from  Sabbath  to  Sabbath. 
Any  interruption  to  the  ordinary  course  of  in- 
struction has  an  injurious  influence.  If  the 
services  are  not  entertaining,  the  time  is  lost. 
If  they  are,  the  children  on  the  next  Sunday 
will  be  restless,  and  comparing  the  two  ses- 
sions. 

If  the  evening  service  is  held,  it  is  an  ex- 
tra aflTair,  and  will  be  regarded  as  such.  The 
children's  services  should  be  much  earlier  than 
those  for  adults,  so  as  not  to  keep  them  up 
late.  If  they  commence  at  half  past  six,  and 
continue   an  hour   and    a    half,   it  will  not   in- 


106  OUR    SUNDAY    SCHOOLS. 


jure  the  health  of  the  children,  coming  as  they 
do  but  once  a  month.  Therefore,  I  very  much 
prefer  merging  the  Missionary  Sunday  into  the 
Sunday  School  Concert,  and  bringing  the  whole 
force   to   bear   on  making   it   a   grand  occasion. 

It  is  a  considerable  tax  to  secure  first-class 
speakers  for  two  consecutive  Sunda3's.  There 
must  be  several,  as  the  children  demand  a 
variety.  •  Also  the  children  prefer  the  evening, 
service,  if  for  nothing  else,  the  novelty  of  sit- 
ting up  late.  There  are  many  children  who 
would  agree  with  Sammy,  when  he  complain- 
ed that  — 

"  My  mother  always  makes  me  go  to  bed 
before  I  get  tired,  and  get  up  before  I  am 
rested." 

The  brightly-lighted,  crowded  house ;   the   or 
gan  playing  just  the  same  as  for  "  grown  folks," 
and  the  presence   of  friends   and    relatives,   all 
give  them    enthusiastic  delight,   and  put  them 
in  a  humor  to  be  pleased  with  anji^hing.    They 


MISSIONARY   SUNDAYS,    ETC.  107 

will  take  part  with  gi-eat  earnestness  and  zeal. 
I  have  often  kno^vn  boys  who  were  too  prond 
to  take  SLJiy  active  part  in  the  Missionaiy 
meeting,  to  be  so  roused  by  the  enthusiasm 
of  the  evening  concert,  as  to  place  themselves 
in  prominent  positions  to  show  that  they  were 
connected  with  the   school. 

The  missionary  news  can  be  as  well  com- 
municated then  as  at  any  time,  and  many 
adults  being  present,  the  collection  is  some- 
what increased.  Not  the  least  advantage,  is 
the  fact  that  this  plan  keeps  the  school  more 
directly  in  the  notice  of  the  church.  The 
progi*ess,  state,  and  requirements  of  the  school 
are  seen,  and  more  interest  in  its  prosperity, 
is   inspu'ed. 

In  a  Mission,  School  it  is  peculiarly  advis- 
able to  especially  invite  parents  and  friends  of 
the  pupils  to  be  present  at  these  general  meet- 
ings. Many  will  attend  them  who  would  not 
enter   a  church,  and   much   good  may  be  done. 


108  OUIl      SUNDAY    fXTIOOLS. 

Attention  shonld  be  given  to  the  subject  of 
the  charities  of  children.  It  is  very  useful 
to  collect  the  little  offerings  from  hundreds  of 
8unday  Schools  for  the  support  of  some  mis- 
sionary cause.  But  is  tliis  course,  on  the  whole, 
the  most  beneficial  to  the  pupils,  and,  in  the 
end,  to  the  cause  of  missions?  The  primary 
object  of  the  children's  contributions  is  to  fos- 
ter benevolence,  and  that  course  should  be 
pursued  which  will  most  clearly  teach  them  the 
nature  and  habit  of  true  charity.  Giving  is 
not   always   charity. 

"  His  lavished  stores  speak  not  the  generous  mind. 
But  the  disease  of  giving." 

The  contribution  is  taken,  and  sent  off  in  a 
manner  utterly  incomprehensible  to  the  young- 
er children.  After  a  while,  in  some  cases,  a 
letter  is  received  from  a  missionary,  who,  in 
language  totall}?-  beyond  children's  intellect,  tells 
what    good    the    cash    has    accomplished.        It 


MISSION  All  Y    SLfNDAYS,    ETC.  109 


seems  to  me  that  pains  should  bo  takon  to 
let  the  children  see  more  clearly  the  relation 
between  the  act  of  giving  and  the  consequent 
benefit  to  the  giver.  The  benelit  may  be 
merely  the  satisfaction  derived  from  a  con- 
sciousness of  having  done  good,  but  still  it 
is  a  direct  and  consequent  result  of  the  char- 
ity. AVe  must  cultivate  in  them  a  taste  for 
charity,  and  let  them  see  that  they  can  de- 
rive more  personal  gratification  by  doing  good 
with   their   pennies,   than  bj^  spending  them  for 

cand3^ 

A  iioble  Sunday  School  in  Brooklyn  was 
having  a  new  chapel  erected  for  its  use.  It 
is  stated  that  the  superintendent  ( also  the 
chief  contributor  of  the  funds,)  made  a  calcu- 
lation of  what  each  brick  would  cost,  and  an- 
nounced that  each  scholar  might  present  a 
brick  to  the  building  b}^  pa3'ing  two  cents. 
Those  who  gave  a  certain  immber  received  a 
certificate.      Almost    every   child  gave   a   brick, 


110  OUR    SUNDAY    SCHOOLS. 


and  many  gave  a  cart-load  each.  Thus  they 
saw  in  the  chapel  the  direct  result  of  their 
generosity,  and  tasted  the  pleasure  of  giving. 
By  purchasing  the  brick,  they  saw  exactly 
how  their  coppers  were  invested,  and  the  walls 
were  a  standing  monument  to  them.  They 
possessed  an  ownership  in  the  building  which 
prevented  their  defacing  it,  and  increased  their 
interest  in   the  school. 

All  schools  should  be  Mission  Schools,  ad- 
mitting the  rich  and  poor  alike  to  their  ben- 
efits. There  are  many  who  are  unable  to  at- 
tend for  want  of  proper  clothing.  Boys,  v/ith 
a  very  commendable  spirit  of  self-respect,  will 
not  go  into  a  school  of  well-dressed  children 
in  their  shirt-sleeves.  The  chihh-en  of  the 
school  should  be  formed  into  a  "Benevolent 
Association,"  and  their  contributions  be  used 
to  supply  such  articles  as  may  be  required 
by  the  destitute  children  in  the  neighborhood, 
to    enable    them    to    attend.       This    must    be 


MISSIONARY    SUNDAYS,    ETC.  Ill 


managed    with    care,    that    the}^    may    not    be 
taunted   as   "  charity   children." 

The  Lee- Avenue  school,  in  Brooklyn,  which 
is  under  the  direction  of  Jeremiah  Johnson,  jr., 
a  name  that  thousands  of  children  will  bless 
for  his  liberality  and  care,  and  who  has  es- 
tablished probabty  the  very  best  working  school 
in  America,  has  provided  a  lot  in  the  Ceme- 
tery of  the  Evergreens,  for  those  of  the  school 
who  may  die  otherwise  unprovided  with  a 
pleasant  resting-place.  There  it  is'  proposed 
to  erect  a  suitable  monument,  which  will  be  a 
perpetual   sermon   to   the   children. 

These  plans  will  bring  the  subject  of  char- 
ity directly  home  to  the  children,  so  that  they 
will  understand  it,  and  see  its  practical  work- 
ing. I  have  frequently  known  of  gentlemen 
trjdng  to  ascertain  from  children  what  they 
understood  by  giving  to  the  missionaries.  In- 
variably their  onty  idea  was,  that  they  sent 
the  money  to  the  heathen ;  but  whj'',  or  for 
what,   was   a   mj^stery. 


112  OUIl    SUNDAY    SCHOOLS. 


Let  the  children  purchase  the  music-books, 
and  they  will  be  more  carefully  handled.  Let 
them  purchase  something  for  the  school,  and 
if  it  is  only  a  picture  that  can  be  afforded, 
it  will  teach  a  more  direct  lesson  of  charity 
than  the  ordinary  method.  Nor  Avill  the  pub- 
lic charities  suffer,  for  the  children  will  be 
trained  to  those  habits  of  giving  which  will 
last  them  during  li;>.  Tims  the  idtimate  re- 
sult  will   be    benelicicil   in    every   rC'^pect. 

Whether  this  last  statement  is  true  or  not, 
every  school  should  first  take  good  care  of 
itself,  and  keep  in  good  running  order.  Money 
is  a  power  not  to  be  despised  in  doing  good. 
Few  schools  have  too  much  expended  on 
them,  and  all  that  can  be  raised  within  them- 
selves, can  usually  be  wisely  expended  in  im. 
proving  their  own  means  of  usefulness.  Men 
are  apt  to  think  that  they  must  go  out  of  their 
wsiy  to  do  good.  Many  a  minister  has  neglect- 
ed  his   own   children   to   preach   the    Gospel   "^o 


MISSIONARY    SUNDAYS,    ETC.  113 


Strangers.  So  frequently  money  is  given  away 
by  schools  to  missions  which  had  much  bet- 
ter  be   devoted  to  their   o^vn  improvement. 

The  exercises  of  the  monthly  concert  should 
be  planned  exclusively  for  the  pleasm-e  and 
benefit  of  the  children.  No  one  should  be  in- 
vited to  address  the  meeting  merely  out  of 
compliment.  If  a  speaker  cannot  interest  the 
children,  he  should  not  address  them.  Speeches 
should  seldom  be  over  ten  minutes  in  length, 
and  five  minntes  will  be  better.  This  is  about 
as  Ions:  a  time  as  the  children  can  be  in- 
duced  to  listen  to  any  one.  Let  the  singing 
be   frequent,   and  only   two  verses   at  a  time. 

One  very  good  and  common  exercise  is 
to  have  a  subject  announced  to  the  school : 
"  love,"  for  instance.  Then  have  all,  or  a 
certain  part,  of  1^ae  children  find  some  text  in 
the  Bible  relating  to  love ;  and  at  the  concert, 
on  being  called  on  by  the  superintendent,  one 
by  one  rise  and  recite  the  texts  they  have   se- 


114  OUR    SUNDAY   SCHOOLS. 


lected.  As  a  little  improvement,  the  super- 
intendent sometimes  prepares  a  series  of  writ- 
ten questions  and  answers.  A  duplicate  of 
each  one  he  gives  to  the  children,  who  learn 
the    answers.      He    then    reads    the     question, 

"What  is  God?"  A  little  girl  in  class  10, 
who  has  received   that   question    and    prepared 

the  answer,  rises  and  recites,  "  God  is  love." 
"How  does  God  love  this  world?"  Boy  in 
class  4  responds,  "  God  so  loved  the  world 
that  he  gave  his  only  begotten  Son,  etc." 
This  plan  incites  the  children  to  learn  some 
texts,  and  many  of  them  are  much  interested 
in  reciting.  Little  hymns  and  dialogues  may 
be  learped  and  repeated  by  classes  and  in- 
dividuals. 

Passages  of  Scripture  may  be  learned  by 
several    classes,   and  repeated  in  concert. 

The  proceedings  n>ust  be  conducted  briskly. 
Not  a  moment's  interval  should  be  allowed 
between  one   exercise    and    the  next,   that  the 


MISSIONARY    SUNDAYS,    ETC. 


115 


cliildren's  attention  may  not  be  diverted.  Make 
all  the  exercises  animated,  that  the  children 
may  enjoy  them.  Haydn  was  once  asked  how 
it  was  that  his  music  was  all  so  bright  and 
cheerful.     He   replied : 

"  I    cannot  make   it   otherwise.      I  wiite  ac- 
cording to   the  thoughts  I  feel.     When  I  think 
upon     God,    my   heart   is   so   full  of    joy   that 
the   notes   dance   and   leap   from  my  pen." 

So  shouUl  all  religious  exercises,  particular- 
ly for  young  persons,  be  sparkling,  that  their 
thoughts   of   religious   matters   may  be    joj-ous. 

The  following  progTamme  for  a  concert  will 
explain  what  I  would  suggest ; 

Ist.  Singing  by  the  school  .  .  occupying  4  minutes 
2d.       Prayer,    concluding  with    the  Lord's 

Prayer,  by  the  school 
Sd.       Singing   by    the   School 
4th.     Eepeating  the  Ten  Commandments  in 

concert         .... 
5th.     Reciting  Scripture    questions 
6th.     Opening  address  by  a  large  boy 
7th.     Singing  solo  by  a  little  girl 
8th.     Address  by  an  invited  guest 


(t 

4 

t( 

4 

in 

(( 

4 

(( 

5 

(( 

4 

(( 

8 

{( 

8 

116  OUR    SUNDAY    SCHOOLS. 


9th.     Singing ;  a  duet  by  two  girls      .       .  occupying  4  minutes. 
10th.  Keciting  Scripture  questions         .       .        "  5  "      . 
nth.  Poetry  recited  by  a  very  small  boy         •'  2  •' 
12th.  Poetry  recited  by  a  very  small  girl          "  2  " 
13th.  Singing    by   the    School       ..."  4  "        . 
14th.  Eeciting  Scripture  questions        .       .        "  5  •' 
15th.  Eeciting  Psalm  by  two  classes  in  con- 
cert           '^  6  « 

16th.  Address  by  a  gentleman      .       .       .        '*  8  *' 
17th.  Singing  solo  by  choir;  chorus  by  the 

School "  5       " 

18th.  Address  by  a  gentleman       ..."  8        " 

19th    Singing    by    the    School       ..."  4        " 

20th.  Closing  exercises,  as  in  article  on  the 

formal    exercises  of   a    school.       .        '•  2        " 

Total "         90       " 

This  is  as  long  a  time  as  it  is  well  to 
continue  the  exercises.  They  must  be  con- 
tinually altered,  that  the  children  may  not  tire 
of  them.  It  will  be  found  much  easier  to  get 
the  children  into  school  than  to  keep  them 
there  regularly.  The  novelty  often  attracts 
children,  who  will  certainly  leave  when  the 
novelty  wears  off.  You  must  keep  your  eyes 
open  for  new  and  popular  speakers.  If  you 
can  make  no  other    change,   hang  up   a  large 


MI33I0XART    SUNDAYS,    ETC.  117 


map  or  picture  where  it  can  be  plainl}'  seen, 
and  have  some  one  tell  a  storN'  of  a  certain 
place  which  he  points  oat  on  the  map.  A 
very  slight ,  change  and  oddit}-  gives  freshness 
and  life  to  the  exercises.  Most  of  the  chil- 
dren understand  and  are  interested  more  in 
what  they   see   than   in   what  they  hear. 

A  few  weeks  since  I  heard  a  most  admira- 
ble Sunday  School  speech.  On  the  whole  it 
was  better  adapted  to  children  than  an}^  other 
I  have  listened  to.  It  was  fresh,  entertaining, 
healthy,  and  to  the  point.  The  speaker  at 
one  time  was  alluding  to  persons  shutting 
their  ears,  and  as  a  gesture,  put  his  fingers 
up  to  his  own  ears.  As  I  left  the  church  I 
met  a  very  bright,  intelligent  little  girl  of 
six    years. 

"Well,  Lottie,  how  did  you  like  the  meet- 
ing?" 

"  First-rate,    sir ;   it   was   real  nice." 

"Whose  speech  did    you  like  best?** 


118  OUR    SUNDAY    SCHOOLS. 


"  Mr.  M.'s,  sir ;  it  was   the   best   /  think." 

"  What  part  of  the  speech  did  you  like 
best?" 

"  Oh,  I  liked  it  where  he  put.  his  fingers 
up  to  his  ears.  It  was  so  funny  I  laughed 
right   out.     Oh,   Mr.    M.    is   so   nice." 

She  had  forgotten  nearly  all  the  moral, 
most  of  the  illustrations  she  could  not  recall 
definitelj'',  and  only  some  such  significant  ac- 
tions were  particularly  impressed  upon  her 
mind. 

I  refer  to  this  to  show  the  necessity  of 
having  all  the  exercises  extremely  simple,  and 
have  such  a  variety  that  the  youngest,  who 
cannot  by  any  possibility  comprehend  the  most 
of  the  remarks,  may  enjoy  as  it  were,  the 
panoramic   eff"ect*  of  the   scene. 

We  must  remember  that  while  the  Sabbath 
School  aims  high,  and  all  the  exercises  are 
designed  to  secure  the  salvation  of  each  child, 
yet  this   cannot    always    be  successful.      Some 


MISSIONARY    SUNDAYS,    ETC.  119 


persoiis  seem  to  believe  iu*  salvation  or  nothing 
—  either  make  the  children  Chi-istians,  or  aban- 
don them.  But  we  must  strive  to  make  them 
moralists  if  nothing  more.  This  is  a  good 
work,  and  even  this  is  hard  enough.  At  first 
we  go  to  work  with  zeal,  determined  to,  and 
believing  we  can  convert  them.  Soon  we  be- 
gin to  feel  that  we  should  be  satisfied  could 
we  see  some  moral  improvement,  and  finally, 
losing  all  confidence  in  our  own  power,  we 
despair,  and  crj^  to  God  to  take  our  classes. 
Then,  sometimes,  we  begin  to  see  a  litttle  im- 
provement. But  the  true,  humble,  Christian 
teacher  will  have  little  success  compared  with 
the  numbers  in  school,  even  though  God  is 
working  with  him.  It  may  be  that  he  will 
grant  us  success  in  inspmng  morality,  when  we 
cannot  lead  them  to  Christ.  Therefore  I  would 
have  this  point  not  lost  sight  of.  Strive  to 
make  all  the  exercises  and  meetings  pleasing, 
not  only  to  those  interested  in  religious   truth, 


120       ^  OUR   SUNDAY    SCHOOLS. 


but  also  to  those  who  are  utterly  careless. 
Let  them  be  entertained  to  cultivate  in  them 
a  taste  for  higher  and  more  improving  pleasures 
than   street  rowdyism. 

I  cannot  conclude  this  article  better  than 
by  using  the  words  of  the  "  Country  Parson,'* 
whose  healthy,  manly,  touching  article  on  the 
*' Sorrows  of  Childhood"  adorns  the  pages  of 
the   March   Atlantic   Monthly. 

"  Let  me  say  to  ever}^  reader  who  has  it 
in  his  power,  directlv  or  indirectly,  to  do  so. 
Oh  I  do  what  you  can  to  make  children  hap- 
py ;  oh,  seek  to  give  them  that  great  en 
during  blessing  of  a  happy  youth.  Whatever 
after  life  may  prove,  let  there  be  something 
bright  to  look  back  upon  in  the  horizon  of 
their  early  time.  Let  us  try  to  make  every 
little  child  happy." 


CHAPTER  Vin. 


TO    TEACHERS. 


(1  E  usually  like  to  do  those  things  that 
we   can   do    well.      Men  are   able  to 


A. 


accomplish  a  man^ellous  amount  of 
labor,  if  they  can  only  feel  that  they 
are  'doing  it  satisfactorily  to  themselves  ; 
and  the  consciousness  of  doing  it  well,  increas- 
es its  accuracy.  But  if  we  are  struggling 
along,  not  exactly  sure  whether  we  are  doing 
right  or  wrong,  it  is  wearing  and  dishearten- 
in  2:  in  the  extreme.  It  is  not  work  that  kills 
a  man,  but  worry.  Such  a  one  is  likened  by 
Mr.  Beecher,  to  "a  candle  in  a  hot  candle- 
stick, which  burns  up  at  one  end,  and  melts 
down   at   the   other." 

Sunday   School   work  will  be   extremely  ii*k. 

121 


122  OUR   SUNDAY    SCHOOLS. 

some  and  tedious,  unloFs  you  learn  just  how 
to  do  it.  Ko  matter  how  monotonous  or  sim- 
pie  is  an  occupation,  those  who  can  do  it  better 
than  any  one  elrje,  usually  enjoy  it.  A  sin- 
gular illustration  occurred  recently.  A  lady, 
who  for  many  3  cars  had  been  in  humble  cir- 
cumstances, remarked  that  she  could  hardly  be 
happ3^  in  heaven,  unless  she  could  do  her 
sweeping  and  dusting.  She  had  become  so 
accustomed  to  it,  and  could  do  it  so  easily 
and   well,   that   she   enjoyed  it.        , 

I  knew  of  a  man  that  could  drive  nails  ex- 
quisitly  —  this  is  the  right  w^ord  —  and  appear- 
ed to  enjoj^  the  practice  as  keenly  as  Morphy 
does  his  game  of  chess.  One  would  suppose 
this  to  be  as  monotonous  an  employment  as 
any,  j^et  his  skill  in  performing  it,  made  it 
pleasant. 

I  never  Imew  a  teacher  who  came  to  his  class 
without  suitable  preparation,  to  enjoy  teach- 
ing ;    and  I  never  knew  one   who  was   always 


TO   TEACHERS.  123 

prepared,  to  dislike  it.  It  is  unnecessary  to 
talk  about  the  dignit}-  of  the  employment,  all 
know  it.  But  whether  dignified  or  not,  if 
you  wis-li  to  enjo}'  your  labor,  do  it  well.  Do 
not  shrink  from  the  work.  You  are  "  soldiers 
of  the  cross,"  officers  in  God's  army,  and  have 
a  hea\y  responsibility  upon  j^ou.  Make  all 
the  preparation  3'ou  can ;  do  5'our  work  as  well 
as  you  can,  and  then  your  responsibility  is  at 
an  end. 

It  is  unwise  to  tease  a  teacher  into  the 
school.  If  he  does  not  come  cheerfally,  and 
with  a  desire  for  the  work,  he  will  accom- 
plish nothing.  Some  may  be  of  a  retiring 
disposition,  distrustful  of  their  own  powers, 
and  may  need  encouragement,  but  one  must 
enter  with  his  whole  heart  into  anj'thing  in 
which   he   would    prosper. 

There  are  some  little  matters,  the  knowledge 
of  which  may  save  you  some  annoyance.  In 
pleasing   children,   some   almost   ludicrous    triv- 


124  OUR    SUNDAY    SCHOOLS. 


ialities  may  turn  the  balance  for  or  against 
you.  I  remember  that  a  teacher  in  a  Mission 
School  found  her  class  growing  very  large, 
and  finally  it  became  necessary  to  place  some 
of  the  children  in  another  class.  When  the 
superintendent  came  to  ask  them  to  make  the 
change,  they  all  stoutly  refused.  At  last  one 
secret  of  her  popularity  was  revealed  in  one 
of  the   little   girl's   saying : 

"Well,  our  teacher's  got  the  prettiest  bonnet 
in  school,  and  if  I  can't  stay  in  her  class, 
I'll   go   home." 

Frequently  it  is  thought  kinder  not  to  appear 
among  the  poor  in  handsome  dresses ;  but  the 
poor  like  to  see  beauty,  even  though  they  can- 
not possess  it.  When  we  go  to  see  the 
Queen  of  England,  we  desire  to  see  her  in  full 
dress,  though  we  should  not  attempt  to  imitate 
the  crown-jewels  on  our  own  person.  Let  your 
class  see  that  you  take  as  mucli  care  in  pre- 
paring for  them  as  for  "  groT\ai  folks,"  and  it 
will   soothe   their  pride. 


TO    TEACHERS.  125 


Do  not  find  fault,  with  any  of  the  school 
an-angements  before  your  pupils.  They  will 
grumble  at  the  library ;  show  them  that  it  is 
large  and  good  enough  for  their  use.  They 
will  insist  that  the  prayers  are  two  long;  quiet 
them  if  possible.  They  will  dislike  the  tunes ; 
remind  them  that  as  they  run  in  their  heads 
all  the  week,  they  cannot  be  very  bad.  In 
short,  point  out  the  silver  lining  to  every 
cloud  that  may  arise.  Make  the  best  of  cir- 
cumstances as  they  are,  yet  keep  on  the  watch 
to   improve   them   if  you   can. 

Teach  with  animation  and  spirit,  though  be 
careful  not  to  speak  louder  than  necessary,  as 
so  many  talking  makes  very  much  noise.  Show 
the    children    that    you   are    thoroughly  awake. 

There  is  a  contagion  in  enthusiasm  which  can 
easily  be  extended  to  children.  They  dislike 
ponderous  solemnity  in  manner  and  praii'ie-like 
sameness   in  matter. 

A  boy  who  had  visited  an  exhibition  of 
statuary,   was   asked  how   he   fancied  it. 


126  OUR   SUNDAY    SCHOOLS. 


"  Not  much,"  said  he,  "  I  never  did  like 
stone   gals." 

Do  not  be  "  stone  gals,"  cold  and  chilling, 
wrapped  up  in  formality  and  stiffness,  but 
"  condescend  to  men  of  low  estate."  Listen 
occasionally  to  the  children's  stories,  and  take 
an   interest   in   their   concerns. 

Teach  by  illustration.  There  is  a  little  work 
entitled,  "  Illustrative  Teaching,"  by  W.  H. 
Groser,  of  the  London  Sunday  School  Union, 
which  is  republished  by  Randolph,  of  New- York. 
It  contains  many  useful  hints  on  this  subject 
worth  knowing. 

A  truth  in  a  mere  didactic  form  is  almost 
sure  to  be  forgotten :  but  if  linked  to  a  fa- 
ble, a  picture,  or  a  good  story,  the  illustra- 
tion being  remembered,  the  sentiment  has  to 
go  with  it.  The  skill  with  which  preachers 
and  lecturers  introduce  appropriate  illustrations, 
often  determines  their  relative  success  and 
populant3\     llxcn   oiir   Lord,   in  his   addresses, 


TO    TEACHERS.  127 


made  great  use  of  illustration  to  fix  his  truths 
in  the  minds  of  his  hearers,  by  linking  them 
to  parables ;  so  the  evangelist  says,  "  Without 
a  parable  spake  he  not  unto  them."  The  state 
of  societ}'",  the  mental  ignorance  of  the  disci- 
ples concerning  the  mission  of  Christ,  made 
the  relation  of  our  Saviour  toward  them  very 
much  like  that  of  the  teacher  toward  his 
class. 

Illustration  is  not  merely  a  decorative  art. 
It  is  a  useful,  working,  an  active  agent.  It 
will  often  render  clear,  passages  and  truths, 
which  no  simplicity  of  language  could  other- 
wise explain  to  the  children.      Tupper  wrote : 

"  Precepts  and  rules  are  repulsive  to  a  child, 
but  happy  illustration  winneth  him.  In  vain 
shalt  thou  preach  of  industry  and  prudence, 
till  he  learn  of  the  bee  and  the  ant.  Dimly 
will  he  think  of  his  soul,  till  the  acorn  an^i 
chrysalis  have  taught  him.  He  will  fear  God 
in   thunder,  and   worship  his   loveliness  in  flow- 


128  OUR    SUNDAY    SCHOOLS. 

ers.  And  parables  shall  charm  his  heart, 
while   doctrines    seem   dead   mystery." 

But  illustration,  to  be  useful,  must  be  prac- 
tical and  to  the  point :  teaching  something  in 
itself.  A  teacher  should  not  promise  the  re- 
T^ard  of  a  story  if  the  children  will  listen  to 
some  stale,  stupid  sermonizing  —  a  lump  of 
sugar  after  a  pill.  This  disconnects  relig- 
ion from    enjoyment,    whereas    they  should    be 

ft 

synonymous.  The  illustrations  should  be  min- 
gled with  the  truths  of  the  lesson,  to  give 
force  to  them,  and  to  act  as  chariots  to  carry 
away  the  sentiments.  The}^  must  all  be  brought 
to  bear  on  the  one  point  of  the  lesson,  as  the 
solar  system,  revolves  around  one  common  sun 
—  receiving  their  heat  and  brilliancy  from  the 
one  grand   truth. 

In  illustrating  to  young  children  the  stories 
may  be  fuller  and  fewer,  as  they  delight  in 
details,  and  their  minds  act  slowly  in  receiv- 
ing  the  point.      For   older  children   less   detail 


TO    TEACHERS.  129 


is  required,  as  they  will  sooner  catch  at  the 
conclusion. 

Let  the  illustrations  be  of  a  high  order,  beau- 
tiful in  themselves,  if  possible,  and  worth  re- 
membering. 

"Always  encourage  the  beautiful,  for  the 
useful  will  encourage  itself." 

An3'thing  that  will  tend  to  raise  the  stand- 
ard of  thought  is  a  direct  step  in  the  direc- 
tion of  godliness.  The  illustrations  should  be 
judiciously  distributed  throughout  the  lesson, 
to   keep   a   uniform   interest   and   attention. 

It  is  well  to  have  the  illustrations  drawn 
from  the  scenes  around  them,  or  so  connected 
with  familiar  things  as  to  have  the  moral  con- 
stantly suggested  by  the  sight  of  them.  For 
instance,  in  speaking  of  truthfulness,  you  tell 
your  class  of  the  boy  in  INIilwaukee,  who  was 
flogged  to  death  by  a  brutal  father,  because  he 
would  not  confess  an  act  which  he  had  not  com- 
mited ;  •  who  preferred  to   die  rather   than  tell   a 


180  OUR    SUNDAY    SCHOOLS. 


falsehood.  You  speak  of  the  marble  monu" 
ment  which  the  Sunday  School  children  have 
reared  above  his  remains,  and  tell  them  how 
it  resembles  a  certain  monument  in  the  neigh- 
boring church-yard.  Thus,  whenever  they  see 
it,  they  will  remember  the  story  and  the  sen- 
timent it  illustrated.  Strive  to  make  the  rocks 
and  the  trees,  the  common,  everyday  things 
of  life,  all  preach  to  them  of  virtue  and  the 
love   of  Christ.     Teach  them  to   find  — 

"Sermons  in  stones,  and  books  in  running  brooks." 

Practice  will  enable  you  to  secure  any  num- 
ber of  illustrations.  The  little  incidents  of 
daily  occurrence  are  of  interest,  if  rightly  in- 
troduced. You  find  your  class  restless  and 
inclined  to  play.     You   say : 

"  Why,  children,  you  remind  me  of  some- 
thing my  little  black  pussy  cat  did  yester- 
day." 

"  At  the  words,  "  pussy  cat,"  every  eye  is 
on   yours,    and   the   children    cluster    around  to 


TO   TEACHERS.  131 


hear  the  anecdote.     It   is  unnecessary  to  make 
a  long   stor3\     You  merely   add : 

"  Pussy  had  been  asleep  all  the  morning ; 
but  just  as  I  sat  down  to  knit  some  stockings 
for  the  soldiers,  she  woke  and  jumped  up 
in  my  lap.  I  would  have  let  her  stay  there 
for  I  am  never  cross  to  my  pussy,  and  never 
tease  her,  so  that  she  is  very  tame.  But  she 
wanted  to  play,  and  so  rolled  my  ball  of 
3^arn  out  of  the  basket  on  to  the  floor,  and 
then  jumped  down  to  play  that  it  was  a  great 
big  rat  which  she  had  caught.  Now,  how  do 
you  think  you   are  like  the  pussy  cat?" 

Charley  says,  "  I  guess  it's  cos  we  bother 
you." 

"  I  rather  think  it  must  be  so ;  for  while  I 
am  finding  the  place  for  the  lesson,  }'0U  com- 
mence to  frolic  like  pussy,  which  distm'bs  me. 
Now,  while  I  am  finding  the  lesson,  I  want  you 
to  imagine  3'ou  are  all  pussies,  and  that  I  am 
a  mouse   which  you   are  watching.     You  must 


132  OUR    SUNDAY    SCHOOLS. 


keep  very  still  or  mouse  will  run  away.  Some 
time  you  can  come  to  my  house,  and  then  I 
will  play  mouse  again,  and  you  can  try  to 
catch  me." 

This  will  attract  their  attention,  put  them 
in  good  humor,  and  keep  them  quiet  for  a  few 
moments.  It  is  not  necessary  to  have  a  well 
planned  story,  with  its  introduction,  plot,  and 
deducement.  Many  persons  think  it  is  a  very 
serious  and  laborious  work  to  tell  a  story, 
but  nothing  is  more  simple.  Begin  anywhere. 
For  instance : 

''  Children,  I  broke  the  nose  off  my  tea-pot 
last  night." 

"Did  you!  What  kind  of  a  tea-pot  was 
it?"  says   one. 

"  Was  it  smashed  bad  ? "  says  another,  and 
so  on.  You  can  interest  a  class  of  small  chil- 
dren for  half  an  hour,  by  telling  about  that 
broken  tea-pot  nose.  This  is  the  lowest  class 
of    illustration,  but  one  can   soon    improve  so 


TO    TEACHERS.  133 

as  to  make  the  incidents  beautiful  and  instruc- 
tive. 

You  will  find  great  assistance  by  associating 
with  the  other  teachers,  in  the  teachers'  meet- 
ings, which  shall  be  held  weekly.  This  is 
especially  necessary  in  small  villages,  where 
there  is  not  much  life  and  novelty.  These 
meetings  should  be  opened  with  prayer,  and 
any  questions  relating  to  the  school  discussed. 
Such  questions  as  the  following  will  arise : 
*'  The  best  mode  of  interesting  the  chursh  in 
the  Sunday  School ;  "  "  The  best  mode  of  dis- 
cipline;" "Shall  teachers  be  employed  who 
are  not  church  members?"  Let  each  teacher 
who  has  any  such  question  present  it,  and 
then  the  meeting  can  decide  which  one  to  dis- 
cuss first.  Let  all  present,  young  and  old 
gentlemen  and  ladies,  express  their  opinions 
on  the  subject.  These  should  be  perfectly 
free,  and  unbiased  by  the  wishes  of  others. 
Many   useful    hints    will    thus  be   acquired,  as 


134  OUR    SUNDAY    SCHOOLS. 


each  question  secures  the  result  of  the  thought 
and   experience   of  all  the  meeting. 

When  there  are  no  questions  to  discuss, 
the  lesson  for  the  next  Sabbath  can  be  look- 
ed over,  or  an  especial  Bible-class  instituted. 
But  the  most  important  element  is  the  social 
reunion.  All  should  mingle  as  equals.  As  far 
as  possible,  the  forms  ami  stiffening  etiquette 
of  society  should  be   susp*>nded. 

It  is  stated  that  once  upon  a  time  a  wo- 
man's-rights  meeting  was>  held,  at  which  no 
men  were  admitted.  A  reporter  for  a  daily 
paper  concealed  himself  in  the  hall,  in  order 
to  present  the  speeches  in  the  morning  edi- 
tion. But  finally  the  proceeding  became  too 
funny  even  for  his  professional  dignity,  and  the 
representative  of  the  press  was  discovered  by 
his  loud  peal  of  laughter.  Mrs.  Pres»ide'ites9 
said : 

"  Sister  Stubbs,  will  you  turn  that  wan 
out?" 


TO   TEACHERS.  135 


"  No,  I  wont,"  responded  the  sister,  ener- 
getically,   "  He's   never  been   introduced." 

In  the  teachers'  meetings  this  rigidity  of  in- 
troductions may  be  modified.  For  the  evening, 
all  should  be  acquainted,  though  no  one  should 
presume  on  it  to  press  the  acquaintance  fur- 
ther, unless  it  is  exj^ressly  intimated  that  it 
will  be   agreeable. 

In  a  previous  chapter  I  have  referred  to  the 
teacher's  duty  of  visiting  his  scholars.  Your 
influence  out  of  school  may  be  considerable.  If 
the  Sunday  School  lesson  is  on  humility,  do 
not  illustrate  j'our  precepts  during  the  week 
by  being  too  proud  to  notice  your  pupils  in 
their  working  dress,  even  though  they  are 
taking  home  a  bundle.  Rev.  Mr.  Cecil  says : 
"  My  people  look  at  me  six  days  in  the 
week  to   see   what  I  mean   on  the   Sabbath." 

Be  particular  to  greet  new  comers  cordially, 
and  make  the  first  Sunday  in  the  class  pleas- 
sant.  Much  will  depend  on  theii'  first  im- 
pressians. 


136  OUR    SUNDAY    SCHOOLS. 


In  one  of  the  lake  cities  of  New  York  re- 
sides a  Rev.  Dr.  L.,  whose  cordial,  genial 
manner  has  won  the  heart  of  every  child 
who  has  seen  him.  Pie  never  passes  one  in 
the  street  without  a  bright,  kind  word.  One 
day  a  little  girl  came  dancing  in  high  glee 
to  her  mother,   and  exclaimed, 

"  Oh,  mother,  what  do  you  think !  /  almost 
met  Dr.   L!" 

This  is  the  kind  of  affection  you  must  in- 
spire, if  you  expect  to  have  much  influence. 
You  must  be  the   children's    idol. 

You  must  be  careful  not  to  teach  anything 
which  a  conscientious  parent  disapproves.  For 
instance,  since  these  articles  were  commenced, 
I  received  a  letter  from  a  strong  temperance 
lady,  who  stated  that  the  teacher  of  her  lit- 
tle daughter  took  her  home  one  Sunday  and 
gave  her  cake  and  wine.  Such  an  act  can 
hardly  be  too  severely  censured.  Respect  a 
parent's  scruples  highh'.    Nothing  can  be  taught 


TO    TEACHEKS.  137 


SO  valuable  as  to  compensate  for  a  child's 
contempt  for  the  parent's  strict  ideas  of  right 
and   wrong. 

In  schools  which  are  not  sectarian,  it  is,  in 
my    judgment,     unwise    to    teach     controverted 

doctrinal  points.  There  are  enough  general 
truths  on  w^hich  all  evangelical  Christians  agree, 
to  afford  ample  scope  for  the  teachers.  Par- 
ticularly in  Mission  Schools  is  it  unwise.  In 
Germany  and  Prussia,  the  technicalities  of 
Christian  sects  are  prohibited  by  a  special 
statute  from  being  taught  in   Sunday  Schools. 

You  must  be  prepared  for  a  long,  hard 
work,  with  but  little  apparent  success  to  en- 
courage  you.  Often  your  labors  will  appear 
useless,  yet  do  not  be  discouraged.  Not  sel- 
dom the  child  j^ou  expect  least  from,  and  Avho 
seems  utterly  untouched  bj  all  j^our  appeals, 
will  unexpectedly  show  that  your  labors  have 
not  been  in  vain.  Since  these  articles  were 
commenced,  a  lady  told  me  that  she  was  utter* 


138  OUll    SUNDAY    SCHOOLS. 


ly  discouraged  because  she  could  see  no  good 
result  from  her  teaching.  The  very  next  Sun- 
day her  most  troublesome  boy  stopped  her 
after  school,  and  told  her  m  boyish  language, 
that  he  was  an  orphan,  and  in  the  spring 
would  be  bound  out  to  a  farmer,  and  he  should 
like  to  have  Jesus  go  with  him  as  a  friend, 
just  as  she  had  said  he  would.  How  should 
he  get  him?  He  is  now  attending  all  the 
religious  meetings,  and  it  is  to  be  hoped  that 
he   has   experienced  a   change   of  heart. 

The  saving  of  a  soul  is  worth  a  life-time 
of  labor.  Many  a  faithful  missionary  and 
minister  has  worked  during  a  long  life  and 
seen  not  one  gathered  in  as  the  fruits  of  his 
teaching.  I  remember  a  noble  and  interesting 
minister,  who  told  a  friend  that  in  twenty- 
eiglit  years'  preaching,  God  had  not  let  him 
see  one  redeemed  soul  that  should  bless  him. 
Not  a  week  after,  he  told  this  friend  that  he 
was    satisfied   and  happy,   for  since  the   conver* 


TO    TKAfllERS.  139 


Biition  one  young  man  had  written  to  him 
and  called  him  his  earthly  saviour.  He  was 
content.  His  life  was  a  success,  for  he  had 
saved   one   soul, 

I  have  just  heard  the  following  passage  from 
the  letter  of  a  young  minister,  which,  without 
permission,  I  transcribe,  as  it  exactly  expresses 
the  feelings  which  should  actuate  the  faithful 
teacher. 

"  Within  the  last  few  weeks  my  feelings  have 
entirely  changed  in  reference  to  my  duties  as 
a  minister.  There  is  more  of  the  Spirit  in 
my  heart,  and  I  feel  great  pleasure  in  my 
labors  from  the  thought  that  I  w^ork,  not  for 
self,  for  fame,  or  for  my  people,  but  for  Jesus, 
my  Lord  and  Saviour.  I  am  His  minister,  not 
the  church's." 

"With  this  spirit,  and  with  energy,  what 
teacher  could  but  succeed.  We  are  far  too 
apt  to  deem  it  our  duty  to  convert  the  class. 
It  is  a  mistake.  It  is  only  our  duty  to  try^ 
to   save   them. 


140  OUR    SUNDAY    SCHOOLS. 

Teachers  are  often  like  bo3"s  who  plant 
peach-stones,  and  then  sit  down  to  see  them 
sprout  up.  The  man  that  buries  an  acorn  sel- 
dom sits  under  the  branches  of  the  oak,  yet 
the  tree  is  planted  and  grows.  Teachers  must 
"  learn   to   labor   and   to   wait." 

It  is  obvious  that  a  teacher  should  have  a 
care  not  to  neglect  the  spiritual  culture  of 
his  own  children,  in  his  zeal  for  his  class 
Yet  it  is  by  no  means  a  rare  error.  I  know 
of  some  earnest  teachers,  who  entrust  the  cul- 
ture of  their  own  children  almost  entirely  to 
others,  while  they  labor  patiently  for  the  chil- 
dren of  strangers.  Indeed  the  adage  that 
"  the  minister's  son  and  deacon's  daughter,  are 
the  worst  children  in  town,"  too  often  has 
proved   true. 

Act  with  gentleness  and  forbearance  *with 
the  children,  and  you  surely  must  do  good. 
Converse  with  each  in  private  on  the  subject 
of  religion   with  a   spirit  of  kindness  and  love. 


TO  tj:aciiers.  141 


Kindness  opens  the  heart  as  the  sun  does  the 
flower.  The  flower  bathes  in  the  warmth,  and 
the  sun  dances  for  joy  at  the  beauty  it  has 
caused.  So  the  recipient  of  sympathy  blesses 
the  friend,  and  the  giver  is  warmed  by  th© 
fire  he  has  kindled. 


CHAPTER  IX. 

# 

ON  DISCIPLINE   AND   INCENTIVES. 

^  T  is  said  that  so  Ions:  as  one  can  face 
a  wild  beast,  and  keep  his  eye  fixed 
Qg^^  upon  his,  the  animal  will  not  venture 
to  attack  him.  Whether  true  or  not, 
the  will  of  a  person  able  to  stare  a 
growling  lion  out  of  countenance,  must  have 
great  power.  To  a  greater  or  less  degree, 
all  animals  have  the  ability  to  distinguish  in- 
stinctively between  their  master  and  their  ser- 
vant. Children  know  whether  it  Is  father  or 
mother  that  is  to  be  obeyed,  even  before 
they  can  call  them  by  name.  Discipline  is- 
not  enforcing  order  by  punishment,  but  in  se- 
curing obedience  imthout  it.      He   is.  the  better 

142 


ON    DISCIPLINE    AND    INCENTIVES.  143 


disciplinarian  who  can  accomplish  his  end  sole- 
ly  b}'   force   of  character   and   will. 

A  person  may,  perhaps,  deter  a  ch  Id  from 
committing  a  specific  act,  by  the  threat  of  a 
flogging,  but  this  is  not  at  all  the  principle 
of  discipline.  It  is  to  educate  a  child  to 
avoid  doing  wrong,  first  because  it  is  displeas- 
ing to  its  friend,  and  afterwards  from  the 
nobler  motive  of  disliking  the  sin  of  the  act. 
Hogging  never  stimulated  the  working  of  this 
higher  nature.  A  dog  is  careful  not  to  bite 
his  master,  less  because  he  is  afraid  of  a 
whipping,  than  because  he  loves  him.  Whip- 
ping has  done  incalculable  mischief  in  teach- 
ing children  to  tell  falsehoods.  It  has  made 
ten  liars  and  hj^pocrites  where  it  has  cured 
one.  There  is  something  so  barbaric  and  dis- 
gusting in  a  whipping,  that  few  children  have 
the  moral  courage  to  confess  a  fault  which 
they  believe    will   be   so   punished. 

A   proverbial  liar   was    discussing  the   propri- 


144  ^       OUR    SUNDAY    SCHOOLS. 


ety  of  corporeal  punishment  as  a  means  of  dis- 
cipline. "  I  can  remember  being  whipped  only 
once,  and  that  was  for  telling  the  truth," 
said   he. 

"It   cured   you   of  it,  didn't  it?"   observed  a 
listener. 

Corporeal  punishment  may  be   A^ery   necessa- 
ry  in   some   few   cases,    being   a   kind   of    den- 
tist's turnkey,  to   extract  sins   that  every  other 
instrument    fails   to   move ;    and   one   should  be 
used    about    as    often    as    the    other.      As   the 
world   progresses    in    civilization,    the    severity 
of  punishment   is    being    changed   to    a   milder 
yet   more   even    and    certain    discipline.      Even 
animals  are   treated   better.      Rarej^  enforces  as 
strict   and   prompt   obedience    as   the   old    cow- 
hide  flourishers   ever   attained,  and   all  humani- 
ty  rejoices.      The   arm}'    and    navy   found  that 
abolishing   the   lash   was    almost   the    abolishing 
of  the   cause  for   its   use.      South  Carolina  still 
retains   the   "  cat,"   as   a   State   punishment  for 


ON    DISCIPLINE    AND    INCENTIVES.  145 


male  and  female  malcftictors  of  all  colors,  and 
we  see  what  the  barbarism  which  has  allowed 
her  to  retain  this  savage  custom  has  brought 
her  to.  But  the  world  is  slowly  learning  to 
rule  by  kindness,  to  imitate  Christ's  example, 
and  lead  by  love,   more    than  by  fear. 

Not  a  little  has  the  Sunday  School,  quietly 
and  unnoticed,  contributed  to  this  reform.  A 
few  years  since,  not  a  district  school  was  without 
its  birch  rod  and  fool's-cap  ostentatiously  exhib- 
ited. Now  they  are  abolished,  or  put  out  of 
sight,  to  be  used  on  very  rare  occasions.  It 
was  formerly  one  of  the  first  lessons  for  a 
country  schoolmaster  to  learn  how  to  pummel 
the  big  boys.  To  a  certain  extent  this  was 
necessary,  as  they  were  accustomed  to  the 
same  inhuman  treatment  at  home,  and  would 
respect  only  a  physical  master.  Old  Samuel 
Johnson  said,  "  The  only  way  to  get  Latin 
into  a  boy  is  by  flogging  it  in."  Every  true 
man   should    hate  him  with   a  righteous  indig- 


146  OUR      SUNDAY    SCHOOLS. 

nation,  for  the  degradation  he  would  inflict  on 
one,  "  created  in  the  image  of  God,  but  little 
lower  than  the  angels."  I  remember  how  my 
face  flushed  at  the  thought,  and  how  my  fists 
would  clench  as  I  neglected  my  Latin  verbs 
to  plan  a  campaign  of  school-boys  against  the 
crusty  old  great  man.  I  hated  him  then,  and 
I   despise   the   sentiment   now. 

A  Sunday  School  teacher  asked  Tommy  who 
made  him,  but  he  could  not  tell.  She  asked 
Willie,  who  gave  the  correct  answer.  She  re- 
proved Tommy  for  his  ignorance,  and  was 
surprised  that  he  should  allow  Willie,  who 
was  three  years  j'^ounger,  to  outstrip  him  in 
knowledge. 

"Pooh!"  exclaimed  Tommy,  "Bill  hasn't 
been  made  near  so  long  as  I,  and  of  course 
ought  to  remember  better." 

So,   I  have   not  been   so   long  made   a  man 
as  to  forget  how   I  was  influenced   as   a  boy ; 
what  boys  liked   and   disliked ;   how  they  were 
/ 


ON    DISCIPLINE    AND    INCENTIVES.  147 


influenced  by  cliflferent  treatment ;  and  how  a 
pleasant  man,  with  a  kind  word  for  all,  could 
manage   us   as   a  potter   his   clay. 

The  Sunday  School  is  a  living  example  of 
the  power  of  kindness  and  love.  Without 
any  formal  authority  over  the  children,  they 
obey  well.  Not  even  able  to  compel  attend- 
ance, children  are  as  punctual  as  it  is  their 
natures  to  be  —  full  as  much  so,  as  at  day- 
school.  The  schools  are  often  established  in 
the  most  degraded  neighborhoods,  where  the 
vicious  and  ignorant  are  gathered  in  by  hun- 
dreds. Very  soon  they  learn  the  new  and 
wonderful  means  of  discipline,  and  instinctive- 
ly obey  it.  The  Mission  School  enforces  as 
good  order  as  any  school,  and  the  children 
love  instead  of  hate  it.  The  building  is  as 
little  injured  by  vandalism  as  the  school-house ; 
and  in  every  respect  the  obedience  is  equally 
good.  Certainly,  the  children  learn  as  much 
during    the    hour   as    during   any    hour   at   the" 


148  OUR    SUNDAY    SCHOOLS. 


day-school.  I  know  not  where  we  can  find 
a  more  striking  example  of  the  beneficial  work- 
ing of  Christ's  law  of  love. 

I  am  a  firm  believer  in  strict  discipline ; 
in  securing  prompt  obedience.  No  class  can 
be  successful  which  is  not  under  the  perfect 
control  of  the  teacher.  But  obedience  can  be 
secured  in  a  way  to  let  the  boys  feel  that 
are  forced  to  it  by  fear  of  punishment,  or 
they  can,  by  pleasant,  good-natured  firmness, 
imagine  they  have  no  desire  to  do  wrong. 
Have  a  care  to  avoid  all  fretfulness,  impa- 
tience and  anger.  An  exhibition  of  either, 
will  seriously  damage  your  moral  power.  Scold- 
ing is  seldom  advisable,  as  it  is  rare  that 
telling  a  boy  he  is  bad  will  cause  him  to 
resolve  to  be  good.  Prove  to  him  that  he  is 
wrong,  and  persuade  him  to  admit  it,  and 
then  there  is  a  chance.  Keep  the  boys  good- 
natured  if  possible,  even  when  punished,  and 
after  punishment,   do  not  leave  them  until  you 


ON    DISCIPLINE    AND    INCENTIVES.      •  149 


have  talked  to  them,  or  romped  them  into 
good-nature  again.  If  necessary,  take  them 
home,  and  do  almost  anything  to  make  them 
leave  you  with  friendly  feelings.  Three  quar- 
ters of  the  benefit  of  punishment  is  lost,  if 
it  is  allowed  to  rankle  in  the  heart  of  the 
offender.  Make  the  child  submit,  whatever 
effort  may  be  required,  and  then  pet  and  caress 
it  into  loving  you  better  than  ever.  Put  down 
the  fii'st  indications  of  a  rebellion  before  it 
has  faii'ly  broken  out.  At  all  hazards  main- 
tain youi*  authority,  even  though  it  may  be 
necessary  to  call  in  an  officer  and  arrest  the 
offender. 

The  ground-work  of  a  teacher's  power  must 
be  in  making  his  class  the  pleasantest  place  for 
the  children.  He  can  usually  punish  them  only 
by  a  deprivation  of  enjoyment.  Therefore,  all 
sorts  of  expedients  must  be  devised  for  giv- 
ing the  class  pleasures,  so  that  expulsion  will 
be   a  real  privation.     Let   him   occasionally  in- 


150  OUR    SUNDAY    SCHOOLS. 


vite  the  children  to  his  house,  and  entertain 
them  with  a  romp.  A  cheap  excursion  now 
and  then  will  be  serviceable,  and  a  visit  to 
a  panorama  would  bind  them  securely.  Con- 
tinue your  authority  over  them  at  such  times, 
that  they  may  acquire  the  habit  of  obedience. 
Never  let  your  orders  be  disobeyed  wilfully, 
in  the  slightest  matter,  and  having  thus  to 
stand  up  to  your  directions,  be  careful  that 
they  are   exactly  right  before  you  give  them. 

A  few  weeks  since  I  witnessed  a  very  good 
example  of  what  I  mean.  A  ladj^  requested 
her  class  to  repeat  a  lesson  in  concert.  For 
some  reason  one  of  the  boys  refused.  As  this 
was  the  first  insurrection,  it  was  necessary  to 
make  an  example  of  it.  After  trying  in  vain 
to  persuade  him  to  do  his  dut}?",  she  told  all  to 
lay  aside  their  books  and  keep  perfect  silence. 
She  informed  the  offender  that  he  had  publicly 
insulted  her,  and  that  he  must  make  public 
reparation.     It  was    necessary  that  all  should 


ON    DISCIPLINE    AND    INCENTIVES.  151 


obey  her,  and  he  must  either  recite  the  les- 
son or  leave  the  class.  He  was  to  have  three 
minutes  to  decide  whether  he  would  obey  or 
have  the  superintendent  called  to  place  him 
in  another  class.  Watch  in  hand,  she  waited 
in  perfect  silence,  and  at  the  time  asked  his 
decision.  He  hesitated  an  instant,  and  then 
replied  that  he  would  obey.  The  lesson  was 
recited,   and    the    exercises    went   on   as   usual. 

The  trouble  was  instantly  over,  and  no  other 
boy  would  dare  to  question  her  authority.  At 
home,  he  would  probably  have  received  a 
flogging  for  the  same  offence,  which  would 
have  rankled  in  his  breast,  and  led  him  to 
vow  that  he  would  thi'ash  his  father  as  soon 
as  he  was  big  enough.  Here  the  punishment 
was  much  more  severe  in  some  respects,  yet 
not  so  ii'ritating.  The  severity  of  the  punish- 
ment usually  has  less  influence  in  deterring 
from    evil  than  the   certainty   of   its   infliction. 

One  of  the  best  modes  of  securing  obedience, 


152  OCR   SUNDAY   SCHOOLS. 


is  by  example.  A  teacher  should  at  once 
obey  all  the  directions  of  the  superintendent. 
That  is,  when  the  school  is  told  to  rise,  the 
teachers  should  be  the  first  to  start.  When 
order  is  called,  a  teacher  should  drop  her 
story  or  remark  immediately,  and  give  atten- 
tion. Thus  your  scholars  will  see  that  it  is 
not  degrading  to  obey,  and  insensibly  follow 
the  example.     I   deem   this   very   important. 

Do  not  demand  too  much.  Discretion  and 
order  are  the  fruits  of  much  patient  care.  Do 
not  attempt  to  draw  the  rein  too  tight  at  first. 
Keep  it  firm,  and  gradually  cli'aw  in.  After 
all,  boys  have  to  be  managed  much  as  trout. 
If  you  do  not  let  them  run  a  little  now  and 
then,  they  will  snap  their  lines.  Don't  let 
them  have  any  slacks  but  you  must  let  them 
run. 

An  admirable  and  successflil  superintendent 
told  me  that  in  his  Mission  School  there  was 
as  Irish  boy,   about  fourteen  years  old,  whom 


ON    DISCIPLINE    AND    INCENTIVES.  153 


no  one  could  manage.  He  was  full  of  fun 
and  steam,  and  could  not  possibly  resist  the 
temptation  to  perpetrate  a  joke,  which  was  sure 
to  upset  the  gravity  of  the  class,  and  not  " 
unfrequently  that  of  the  teachers.  The  super- 
intendent therefore  told  him,  confidentially, 
that  he  had  considerable  ability,  and  by  study, 
might  make  a  first-rate  teacher.  He  gave  him 
a  class  of  small  boj^s,  and  showed  him  how 
to  conduct  it.  Pat  put  all  his  soul  and  ener- 
gy into  the  work.  He  would  prowl  the  streets 
after  boys  who  did  not  attend  any  school,  and 
almost  di'ag  them  in,  until  he  had  a  large 
class.  He  ruled  them  with  a  rod  of  iron,  and 
exacted  military  obedience,  making  the  little 
fellows  toe  the  mark  exactly.  But  he  was  so 
full  of  enthusiasm,  quaint  humor,  and  tact, 
that  he  made  them  like  him,  and  roused  them 
to  work  Avell.  On  the  whole,  as  far  as  mere 
discipline  and  management  is  concerned,  it  was 
one  of  the  most   successful    classes  in  school. 


154  OUR   SUKTAY    SCHOOLS. 


The  following  pirn  has  received  the  ap- 
proval of  a  teachers'  n.eeting,  but  I  have  never 
seen  how  it  works ;  yet  I  have  confidence  in 
its  operation.  Let  the,  superintendent  give  a 
notice,  with  a  little  flourish  and  considerable 
enthusiasm,    sor.iewhat   as   follows : 

It  is  proposed  to  form  a  society  composed 
only  of  the  noblest  and  best  members  of  this 
school.  It  vdll  be  called  the  "  Legion  of  Hon- 
or," and  it  will  truly  be  an  honor  for  any 
one  to  belong  to  it.  It  is  in  the  power 
of  any  scholar  to  be  appointed,  by  conform- 
ing  to   these   rules : 

1.  He  must  have  been  punctual  at  each  Sun- 
day School  for  the  four  weeks  before  Mission- 
ary   Sunday. 

2.  He  must  have  preserved  a  good  deport- 
ment  in   his   class,   and  whenever  in   church. 

3.  He  must  have  returned  all  his  library 
books,  save  the  one  taken  on  Missionary  Sun- 
day. 


ON    DISCIPLINE    AND    INCENTIVES.  155 


Each  teacher  ^vill  kcn-p  a  record  of  these 
facts,  and  before  the  opening  exercises  on 
Missionar}^  Simda}^,  will  give  the  superinten- 
dent a  list  of  all  in  his  class  who  have  com- 
plied with  these   rules. 

On  each  Missionary  Sunday  (or  monthly 
concert)  the  superintendent  will  make  an  hon- 
orable mention  of  them,  and  as  their  names 
are  called  they  will  gather  around  the  su- 
perintendent's desk.  The  superintendent,  or 
some  one  whom  he  will  invite,  will  address 
them  a  few  words  of  congratulation,  and  declare 
them  for  one  month,  members  of  the  Legion 
OF  Honor. 

The  members  being  all  faithful  and  trust- 
worthy, not  requiring  watching  by  their  teach- 
ers, as  a  mark  of  confidence  in  them,  tliey 
will  be  ushered  into  the  front  seats  reserved 
for  them.  They  will  set  an  example  of  good 
manners  and  polite  deportment  worth}'  of  the 
high   distinction   thej^  have   received. 


156  OUR    SUNDAY    SCHOOLS. 


A  list  of  the  members  will  be  posted  in  the 
vestibule  of  the  church.  At  all  celebrations 
and  festivals  the  "Legion  of  Honor"  will 
receive  with  especial  respect,  the  positions  of 
trust  and  distinction.  They  are  to  feel  that 
.they  are  honored  for  their  virtues,  and  any 
rudeness  or  unbecoming  behavior  will  be 
much  worse,  coming  from  them,  than  from 
those  who  are  not  members,  and  will  disgrace 
not   only   the   individuals  but  the   school. 

The  success  of  this  plan  will  depend  en- 
tirely upon  how  it  is  managed.  It  must  be 
treated  as  a  grand  affair,  and  carried  through 
with  enthusiasm.  At  first  the  boys  will  laugh 
at  it,  but  after  one  or  two  speakers  have  re- 
ferred to  it  in  glowing  terms,  and  all  see  the 
ceremony,  etc.,  they  will  conclude  that  it  is 
something  after  all.  Teachers  must  be  honest 
in  their  reports,  or  it  will  kill  the  whole  af- 
fair. 

It   is  well  to  have  the  membership  last  but 


ON    DISCIPLINE    AND    INCENTIVES.  157 


one  month,  so  that  the  scholars  can  have  the 
pleasure  of  hearing  the  names  frequently  call- 
ed. Otherwise  they  will  become  accustomed 
to   the    society  and  backslide. 

It  will  also  be  necessary  to  continually  de- 
vise novelties  lor  the  Legion,  to  keep  up  the 
interest.  In  my  school  I  only  invite  these  to 
our  festivals  and  little  gatherings.  If  the 
children  find  they  obtain  more  privileges  when 
in  the  Legion,  they  are  very  zealous  to  join, 
and  soon  nearl}'  the  whole  school  will  be 
members.  I  have  known  the  plan  to  fail  for 
want  of  change.  Children  quickly  tire  of 
sameness. 

The    exercises    will    occupy  some    time,   but 

probabl}'   the   children   will  be   more    interested 

in  them   than  in    most  of    the    speeches    they 

will  listen  to,  and  as  the  meeting  is   expressly 

for   their  benefit,   anything  that  pleases  them  is 

best. 

The   superintendent  of  a  large  school  should 


158 


OUR    SUNDAY    SCHOOLS. 


require  from  the  teachers  a  monthly  report, 
that  he  may  keep  the  run  of  affairs.  The 
attendance  and  character  of  each  pupil  comes 
under  his  notice,  and  this  fact  being  known 
to  the  scholars,  has  a  very  beneficial  effect.  It 
is  well  to  have  a  little  form  prepared  somewhat 
as  follows : 

MONTHLY  KEPOKT  FOR  FEBRUARY,  1863. 
Teacher— James  Smith.  Present,  3  Sundays.  Class,  No.  64. 


Pupils. 

No.  of  Sundays 
present. 

Books 
out. 

Deport- 
ment. 

Eemaiks. 

A.  Brown... 
C.  Downs.. 

Etc. 

Four. 
First  and  Third 

None, 
No.  361 

Good. 

Hard    to 
manage. 

Should  be  changed 
into  a  higher  class. 
Has  lost  book  No. 
361. 

Directions,— If  any  pupil  is  sick,  please  state  it.     Also,  mention 
whether  any  one  has  called ;  if  so,  who. 

Henry  Sims  was  sick  for  two  weeks.    My  wife  called.    He  expect^ 
to  be  at  school  next  Sunday.  J.  S. 

In  preparing  any  forms,  have  them  as  sim- 
ple as  possible,  that  they  may  occupy  but  lit- 
tle of  the  teacher's  time  in  filling  up.  In- 
deed,  some   strips   of  paper,   cut  of  a  uniform 


ON    MSCll'LlNE    AND    INCENTIVES.  159 


size  for  convenience  in  handling,  and  distrib- 
uted to  the  teachers,  would  accomplish  the 
purpose.  Still,  the  printed  form  saves  time 
and  secures  accm-acy.  Most  of  the  informa- 
tion is  taken  from  the  teacher's  class-book, 
and  can  be   quickly  written. 

The  superintendent  should  examine  the  re- 
ports, and  occasionally  speak  to  the  pupils 
individually  about  their  marks.  Especially  if 
he  can  praise  a  scholar,  let  him  do  it.  Some 
people  are  exceedingly  afraid  about  giving  any 
commendation ;  but  more  children  have  been 
injured  by   scolding  than  by  flattery. 

Sulkiness  in  a  scholar  is  the  most  difficult 
thing  for  a  teacher  to  manage,  and  the  most 
trying  to  the  patience.  Scolding  does  not  a 
particle  of  good.  Reasoning  is  utterly  lost, 
and  if  ever  a  whipping  is  of  service,  it  is 
here.  But  a  teacher  cannot  apply  that,  and 
therefore,  good  nature  must  cpme  into  play. 
Tell    the    funniest    stories    you    can  think  of, 


160  OUR    SUNDAY    SCHOOLS. 


not  directly  at  the  patient,  lest  it  attracts  at- 
tention and  rouses  his  pride  to  hold  out ;  ap- 
pear not  to  notice  it,  and,  if  possible,  do  not 
do  anything  to  bring  it  to  a  climax,  where 
your  own  dignity  will  require  you  to  compel 
the  pupil's  submission.  Get  him  into  a  laugh, 
and  all  is  right.  It  is  better  even  to  sacri- 
fice the  whole  lesson  in  telling  stories,  than 
to  get  into  a  contest.  It  will  spoil  the  hour 
for  yourself  and  the  class  at  any  rate.  Al- 
most always  a  good  romp,  with  a  little  tick- 
ling and  merriment,  will  shake  the  sulks  out 
of  any  boy ;  and  it  is  vastly  better  to  romp  it 
out  than  to  flog  it  out.  This  cannot  be  con- 
veniently done  in  the  Sunday  School,  but  try 
a  mental  romp,  with  all  the  fun  at  your  dis- 
posal. Don't  lecture  him  while  the  fit  is  on, 
but  when  it  is  all  over ;  the  next  day,  per- 
haps, give  him  a  serious  talk.  Ten  to  one, 
he  will  expresg  his  regrets. 

The   teacher    must   work   into   the    affections 


ON    DISCIPLINE   AND    INCENTIVES.  161 


of  his  scholars,  that  they  may  rely  on  him 
as  a  friend.  Always  notice  them  in  the  street 
with  a  polite  cordial  bow.  Not  with  a  nod,  as 
one  would  hail  an  omnibus,  but  with  a  pleasant 
smile,  to  show  you  are  pleased  to  see  them. 
Don't  be  afraid  to  touch  your  hat  occasionally. 
Our  nation  is  not  particularly  noted  for  its  po- 
liteness, and  this  act  of  courtesy  is  fast  becom- 
ing resigned  to  the  "  gentlemen  of  the  old 
school."  Our  modern  contemptuous  nods  would 
make  the  ghost  of  Chesterfield  shudder.  A 
young  man  in  a  New-England  village,  who 
happens  to  have  habits  of  refined  politeness,  is 
branded  with  that  intensely  Yankeefied  sobri- 
quet, "  stuck  up."  But  politeness  is  a  power 
as  well  as  an  accomplishment.  Be  polite 
to  your  class,  and  they  will  be  so  to  you. 
If  the  boys  are  large,  call  them  "  Mr." ;  if 
from  twelve  to  fifteen,  call  them  "Master" 
John  or  James.  They  will  laugh  at  first,  but 
it    will    please    them.       Some    of    these    little 


1G2  OUR    SUNDAY    SCHOOLS. 


formalities  will  enable  you  to  be  more  familiar 
in  other  matters  without  their  presuming  on 
it.  In  short,  practice  that  politeness  "which 
is  a  natural,  genial,  manly  deference ;  with  a 
natural  delicacy  in  dealing  with  the  feelings 
of  others,  and  without  hypocricy,  sycophancy, 
or  obtrusion ; "  a  politeness  which  is  alwaj'-s 
acquired  by  following  the  precepts  of  the 
Golden  Rule. 


CHAPTER  X. 

ON   SPEAKING   TO   CHILDREN. 

HE  superintendent  of  a  Sunday  School 
was   questioning  his   pupils   concerning 
the  addresses  made  to  them  during  the 
previous   session. 

"  Children,  what  did  Mr.  Phonny  tell 
you  this   morning?" 
No   answer  was  made. 

"Can't  any  one  tell  me  what  he  said?  Su- 
sie,  can't  you  remember?" 

Susie,  a  bright  little  one  of  seven  years, 
arose,  and  with  one  finger  in  her  mouth,  bash- 
fully lisped  out : 

"  Pleathe,  thu',  he  talked  and  he  talked,  and 
he  thed  ath  how  he  loved  uth,  and  he  talked 
—  and  —  and  —  we  all  thought  he  wath  a-goin' 
to  thay  thumthing,   but  he  din't  thay  nothing." 

163 


164  OUR    SUNDAY    SCHOOLS. 


This  would  be  a  very  correct  criticism  of 
very  many  a  Sunday  School  speech  —  and  pos- 
sibly of  some  others.  There  seems  to  be  an 
idea  prevalent  that  anything  will  do  for  chil- 
dren. Speeches  are  too  often  vague,  indefi- 
nite remarks,  about  being  unprepared,  little  to 
say,  loving  children,  happy  to  see  them,  and 
then  —  nothing.  This  mode  of  address  has 
become  rather  old  to  the  children.  It  is  like 
presenting  a  Bible  to  your  pastor — a  very 
pretty  gift,  and  appropriate,  though  another 
might  be  more  acceptable,  as  probably  he  al- 
ready possesses  a  copy  of  the  Scriptures. 

There  is  hardly  any  kind  of  speaking  which 
demands  more  originality,  and  a  certain  Idnd 
of  knowledge  of  human  nature,  than  effective 
Sunday  School  addresses.  There  are  compar- 
atively few  really  telling  Sunday  School  speak- 
ers. One  reason  is,  that  men  often  try  to 
speak  for  effect.  They  are  ashamed  to  bring 
themselves    dov^n    to    children's    level,     forget- 


ON    SPEAKING    TO    CHILDREN.  165 


ting  that  it  is  not  an  inferior  character,  but 
merely  a  different  one.  We  instinctively  de- 
sire that  our  friends  should  be  pleased  with 
our  remarks,  and  speak  of  ours  as  a  fine  ^ 
speech.  Many  carry  this  perfectly  proper  am- 
bition to  the  extent  of  speaJdng  for  fame, 
rather  than  to  do  good.  They  therefore  try 
to  adapt  their  remarks  to  both  children  and 
adults,  consequently  sharing  the  usual  fate 
of  compromisers,  displeasing  both.  A  speaker 
must  adapt  his  remarks  entirely  to  the  small- 
er children,  and  if  successful  in  interesting 
them,  he  will  pretty  surely  entertain  the  older 
ones.  It  is  a  singular,  though  a  well-known 
fact,  that  a  first-class  speech  or  book  which 
interests  children,  will  please  adults.  The  Pil- 
grim's Progress  is  the  usual  example  cited  for 
this.  Interesting  to  youth,  age  has  read  and 
re-read  it  with  delight.  So  let  the  speaker 
devote  his  efforts  to  making  a  capital  chil- 
dren's speech,  and  if  he  succeeds,  he  will  be 


166  OUR    SUNDAY    SCHOOLS. 


appreciated  by   adults.      He    who  works  mere 
ly  for  fame,    seldom  secures  more    than  noto- 
riety.     He    who    presses    forward  in  the  path 
of  duty,   to   do  good,  is   very  apt  to  wake  up 
and  find  himself  famous. 

Always  have  one  direct  practical  truth  to 
enforce,  and  only  one.  Children  can  receive 
but  a  single  idea  at  a  time.  All  the  illus- 
trations must  point  to  it.  In  the  words  of 
another,  "  illustrate  and  repeat,  simplify  and 
illustrate."  The  story  that  strikes  the  atten^ 
tion  of  some  will  not  bring  the  point  home 
to  others.  Therefore  much  repetition  of  the 
illustrations  is  necessary,  until  the  subject  is 
made  clear  and  impressed  upon  the  minds  of 
all. 

If  possible,  speak  of  some  special  sins  which 
you  know  the  scholars  are  guilty  of.  Be  defi- 
nite and  practical.  Do  not  merely,  tell  the 
children  to  be  good,  but  show  them  how  to 
be  good.      Take  some  common   fault  and  show 


ON  SPEAKING  TO  CHILDREN.  167 


its     evil,     degradation,     and     contemptibleness. 
Use   simple   language   that   all   can  understand. 

It  is  said  that  a  certain  theological  profes- 
sor in  New-York,  whose  studies  among  the 
dead  past,  had  rather  unfitted  him  for  attract- 
ing the  new,  fresh  minds  of  youth,  commenc- 
ed  a   Sunday   School   speech  as  follows : 

"  My  dear  little  children,  I  want  to  give 
you  a  summary  of  the  Bible.  But,  perhaps, 
my  dear  little  children,  you  do  not  know  ex- 
actl}^  what  a  summary  means.  I  will  tell  you. 
Summary  is   a  —  a   synonym   of  synopsis." 

Many  persons  cause  their  own  failure  by^ 
attempting  an  argumentative  disquisition,  with 
its  points,  sequences  and  conclusions.  They 
instinctively  feel  that  if  the  subject  is  simple 
and  the  words  eas}',  the  process  of  demon- 
stration may  be  somewhat  complicated.  Others 
again,  to  avoid  this  fault,  fall  into  stupid  tru- 
isms expressed  very  simpl3^  Their  remarks 
are  all,   *'  I  am  glad  to  see  you ;   I  love  you : 


168  OUR   SUNDAY    SCHOOLS. 


you  must  be  good  children;   obey  your  teach- 
ers,  and  love  God." 

Children  can  grasp  one  grand  idea,  which 
can  be  made  clear  by  illustration,  while  they 
cannot  comprehend  a  syllogism.  Thus  very 
young  children  can  acquire  a  definite  idea  of 
the  power  and  grandeur  of  God,  while  they 
could  not  at  all  comprehend  the  mystery  of 
the  Triune  Godhead,  (though  perhaps  this  in- 
ability is  not  entirely  confined  to  children. 
Most  of  us  believe  while  we  do  not  understand.) 
Children  not  only  can  take  the  one  grand 
^ea,  but  they  require  one,  and  a  good  strong 
one  at  that,  but  it  must  be  of  such  a  char- 
acter as  to  be  illustrated  by  word-pictures 
rather  than  demonstrated  by  algebraical  prob- 
lems. It  must  be  exhibited,  rather  than  proven 
to  them. 

Therefore,  do  not  make  assertions  at  first, 
which  are  to  be  proven  and  applied  at  last. 
They  cannot  remember  the  premises.     Let  the 


ON    SPEAKING    TO    CHILDREN.  169 


address  be  a  narrative,  rather  than  a  syllo- 
gism. Children  are  naturally  credulous,  and 
will  believe  the  speaker  as  readily  as  they  will 
demonstrative  proof.  It  is  unwise,  therefore, 
to  attempt  to  prove  a  faft  to  the  children 
except  through  illustration.  If  you  confuse 
then-  minds,   all  is  lost. 

Speak  in  an  animated  manner,  to  excite 
them,  and  keep  them  wide  awake.  Children 
cannot  endure  a  slow,  sleepy,  sing-song  man- 
ner. They  want  brisk,  active  life.  They  are 
all  fire,   and  must  be  fought  with  fire. 

A  speech  must  be  adapted  to  the  class  of 
scholars  you  address.  If  they  are  from  edu- 
cated families,  the  remarks  may  be  well  pol- 
ished, and  what  is  termed  refined.  This  class 
will  notice  errors  of  style  quicker  than  those 
of  stiitement.  They  are  accustomed  to  believe 
what  is  told  them,  and  are  therefore  more 
credulous.  In  the  mission  gatherings  of  news- 
boys and    the    like,  the    speech    must   possess 


170  OUR   SUNDAY    SCHOOLS. 


more  originality  and  force,  though  less  polish 
is  necessary.  These  children  are  sharp  and 
keen,  accustomed  to  doubt  everything,  and 
ever  on  their  guard  against  fraud.  They  will 
detect  a  weak  spof  in  your  statements  more 
readily  than  the  children  of  luxury,  though 
defects  in  manner  and  diction  will  be  disre- 
garded. City  and  country  children  will  not 
always    imderstand    the   same  illustrations. 

A  gentleman  informed  me  that  he  one  day 
took  a  class  of  seven  girls  in  a  Mission 
School  in  New  York  city.  They  were  of  Ger- 
man parentage,  and  their  ages  ranged  from 
fourteen  to  eighteen  years.  They  were  re- 
spectably dressed,  could  read  pretty  well,  and 
were  tolerably  intelligent  for  their  station  in 
life.  Yet  not  one  in  the  class  knew  what  a 
mountain  or  a  wave  was.  They  had  lived  all 
their  lives  in  the  city,  and,  though  they  had 
read  the  words  frequently,  and  pronounced 
them    perfectly,    they  were    ignorant    of    their 


ON    SPEAKING    TO    CHILDREN.  171 


significations.  They  had  not  seen  the  moun- 
tain and  wave,  and  therefore  the  knoweledge 
of  them  had  not  been  acquired.  The  words 
being  so  *  simple,  no  teacher  had  explained 
them.  Sea-side  children  will  often  be  ignorant 
concerning  backwoods  life,  and  inland  children 
will  have  no  definite  idea  of  a  ship.  It  is 
well  to  remember  this  in  adapting  illustrations 
to  the  understanding  of    the  audience. 

In  relation  to  the  use  of  illustrations,  I 
would  refer  to  the  chapter  entitled  "  To  Teach- 
ers." 

Speeches  should  be  brief.  Length  is  not 
strength.  Few  persons  can  hold  th«  attention 
of  children  for  more  than  ten  minutes.  Mere 
attention  on  their  part,  or  even  their  assertion 
that  they  understand  a  subject,  is  not  at  all 
reliable.  They  will  often  stupidly  listen,  with- 
out interest  or  not  grasping  a  smgle  idea. 
Ask  them  if  they  comprehend  what  is  said, 
and  they  will  say  "Yes."  Question  them,  and 
you  will  say  "  No." 


172  OUR    SUNDAY    SCHOOLS. 


It  is  very  common  to  ask  children  questions 
during  the  remarks,  to  keep  their  attention. 
This  is  a  good  plan,  though  in  some  respects 
dangerous,  unless  you  are  familiaf  with  the 
school.  You  may  sometimes  receive  answers 
not  anticipated,  which  will  probably  alter  the 
effect  you  were  intending  to  produce. 

A  gentleman  was  addressing  the  children  of 
a  Mission  School,  in  a  very  solemn  manner, 
and  asked  them  what  God  first  made.  A  ragged 
urchin,  who  had  not  a  due  regard  for  pro- 
priety, shouted  out,  "  Cats."  Whether  the  re- 
mainder of  the  address  was  impressive  or  not, 
it  is  certain  that  it  required  serious  effort  to 
preserve  proper  sobriety. 

This  is  not  quite  so  unfortunate  as  the  ex- 
periences of  a  clergyman  in  Maine,  who  was 
opposed  to  having  any  mirth  in  Sunday  School. 
He  thought  it  injurious  to  all,  and  unnecessary 
for  the  entertainment  of  the  children.  He  of- 
fered to    address    the    school,    and    show    that 


i 


ON    SPEAKING   TO   CHILDREN.  173 


they  could  be  well  entertained  seriously.  I 
am  credibly  assured  that  the  following  dialogue 
ensued :  • 

*'  Childi-en,  I  am  going  to  tell  you  about 
Peter.     Who  knows  who  Peter  was?" 

No  answer  was  made. 

''  Cannot  any  one^— those  large  girls — tell  me 
who  Peter  was?" 

Still  no  reply. 

"  Can  any  little  boy  or  girl  in  the  school 
tell  me  who  Peter  was?" 

"  I  can,"  said  a  little  fellow  in  the  further 
comer. 

"  Ah,  that's  a  good  boy.  Now  you  come 
up  on  the  platform  by  my  side,  and  stand 
up  in  this  chair,  and  tell  those  large  girls 
who  Peter  was." 

Jimmy  did  as  he  was  bid,  and  in  the  shrill 
voice  of  childhood  repeated: 

"Peter,  Peter  pumpkin   eater, 
Had  a  wife  and  couldn't  keep  her — '* 


174  OUR   SUNDAY   SCHOOLS. 


At  this  stage  he  was  stopped,  but  not  before 
the  full  point  was  taken  by  the  school,  and 
Mother   Goose's   poem   appreciated. 

It  is  dangerous  asking  questions  of  children. 
They  are  what  we  Yankees  call  "  cute,"  and 
will  often  throw  an  inexperienced  speaker  into 
confusion.  Still,  if  one  is  sui-e  of  his  audience, 
or  is  so  ready  as  to  be  able  easily  to  turn 
any  mal  a  propos  remark  to  account,  it  some- 
times helps  keep  their  attention  to  let  them 
do   part   of  the   talking. 

No  person  has  a  right  to  make  a  stupid 
address  to  childi'en,  if  he  can,  by  preparation 
make  a  good  one.  Whether  it  be  humorous 
or  solemn,  it  must  be  good.  "  A  solemn 
nothing  is  as  wicked  as  a  witty  nothing." 
Every  dry  address  is  a  positive  injury  to  them, 
for  mankind  are  but  too  ready  to  connect 
stupidity  with  religion.  There  is  usuallj^  but 
little  excuse  for  not  interesting  children,  for, 
while   it   maj^  require  superior  and  varied   pow- 


ON  SPEAKING  TO  CHILDREN.  175 


ers  to  blend  instruction  with  entertainment, 
to  move  on  children's  hearts  so  as  to  produce 
a  lasting  effect,  it  is  comparatively  easy  to 
merely  interest  them.  Almost  any  one  who 
has  read  or  heard  a  good  story,  can  retail 
it  to  the  children  so  as  to  please  them.  If 
amateur  .speakers  would  be  willing  to  be  more 
simple  and  attempt  a  less  grand  affair,  they 
would  oftener  succeed  in  interesting  the  audi- 
ence. Whenever  you  see  an  appropriate  story 
in  a  paper,  cut  it  out,  and  put  it  away  for 
future  use.  If  you  hear  an  anecdote,  write 
down  enough  to  recall  it  to  you.  If  you  will 
merely  tell  two  or  three  stories,  tending  to 
one  moral,  and  tell  them  well,  your  speech 
will  be  voted  a  success,  and  be  very  likely 
to  do  good.  One  who  would  draw  from  a 
cask,  must  fill  it.  He  who  would  present  an 
effective  address,  must  first  prepare  it.  It  can 
easily  be  done  at  odd  times  otherwise  lost  — 
during  those  spare  moments  which  "  are  the 
gold-dust  of  time." 


176  OUR    SUNDAY    SCHOOLS. 


Uusually  it  is  unwise  to  have  the  regular 
lessons  of  the  Sabbath  School  interfered  with 
by  speeches.  It  is  particularly  dangerous  to 
allow  gentlemen  to  address  the  school  whose 
abilities  you  are  unacquainted  with.  It  breaks 
into  and  effects  the  influence  of  the  lesson- 
Regularity  is  all-important  in  dealing  with 
numbers.  The  superintendent's  own  judgment 
must  determine  when  this  rule  shall  be  sus- 
pended. 

Speakers  must  not  count  too  much  on  doing 
a  vast  deal  of  good  all  at  once.  They  must 
not  be  disgusted  if  they  cannot  move  the 
audience  to  tears.  It  is  not  likely  that  they 
will  have  many  dating  their  conversion  from 
the  day  of  the  speaker's  maiden  effort.  Sun- 
day School  workers  must  be  willing  to  labor 
without  any  present  reward.  This  is  their 
honor ;  it  is  for  this  that  they  deserve  their 
credit.  They  will  see  but  little  success,  and 
will  often  be  discouraged. 


I 

ON    SPEAKING    TO    CHILDREN.  17 


We  have  read  calculations  of  the  number  of 
pounds  weight  of  lead  and  iron  in  battle  ex- 
pended to  kill  each  man,  and  have  been  as- 
tonished at  the  quantity  wasted — utterly  lost. 
If  it  takes  so  much  labor  to  kill  a  man,  what 
must  be  required  to  save  him !  Think  of  the 
number  of  sermons  preached,  and  the  few  con- 
versions. What  a  list  of  apparently  wasted  ser- 
mons would  be  exhibited  in  a  calculation  of  the 
number  delivered  to  each  convert.  We  must 
not  count  on  doing  much — that  is,  influencing 
many.  One  of  our  shots  ma}'-  tell,  and  pene- 
trating some  iron-clad  heart,  compensate  for 
all  the  useless  ones.  But  our  guns  are  not 
of  heavy  calibre,  and  we  are  inexperienced 
artillerists.  We  will  keep  up  the  fire,  how- 
ever, as  long  we  have  a  round  of  ammunition 
left  and  can  reach  the  enemy.  But  we  must 
not  be  disappointed  if  we  merely  check  his 
advance.  There  are  many  "Merrimac"  hearts 
and  but  few  "Monitors"  to  meet  them.      We 


178  OUR   SUNDAY    SCHOOLS. 


are  to  do  our  work,  trusting  to  Providence 
for  its  effect.  "  We  are  put  here,  not  to  date 
God's  works,  but  to  prepare  for  their  forth- 
coming." 


CHAPTER    XI. 

THE     INFANT     CLASS. 

HE  infant  class  should  be  to  the  Sun- 
day School  what  the  Sunday  School 
is  to  the  church  —  a  preparation  for 
something  higher.  It  is  the  nursery 
where  gentle  encouragement  and  moral 
pastime  inspire  a  fondness  for  religion.  But 
little,  save  the  most  simple  and  general  ideas 
of  right  and  wrong,  can  be  taught.  The  great 
ends  to  be  attained  are  to  instil  habits  of  at- 
tention, attendance  at  school,  and  to  provide 
suitable  Sunday  entertainment  with  a  very  lit- 
tle instruction.  I  sometimes  think  the  less 
instruction  by  means  of  study,  the  better  — 
for  children's  brains  are  enough  stimulated 
during  the  week  without  the   pressure   of  Sun- 

179 


180  OUR    SUNDAY    SCHOOLS. 


day  School.  I  have  never  fancied  infant  phe- 
nomenons,  as  they  are  apt  to  ripen  into  adult 
imbeciles.  Therefore,  the  class  should  be  but 
as  a  Sunday  play-room  with  Sunday  amusements. 
The^e  is  a  Scotch  proverb,  that  "  an  ounce 
of  mother  is  worth  a  pound  of  preacher."  The 
teacher  must  aim  to  assume  the  familiar  nur- 
sery conversation  and  instruction  of  a  faithful 
parent.  The  nearer  he  can  come  to  this,  the 
more   decided  will  be  the   success. 

The  scholars  in  this  department  should  be 
from  three  to  six  years  old,  or  even  older  if 
they  cannot  read.  No  one  who  reads  with 
any  degree   of  fluency  should  be  retained. 

First  and  foremost,  make  the  little  ones 
comfortable.  Don't  perch  them  up  on  high 
seats  where  their  little  legs  and  feet  will 
stick  out  straight  like  a  yard-stick  across  a 
counter. 

If  possible,  have  a  separate  room  for  this 
class,  where    the    seats  can  be    adapted  espe- 


THE    INFANT    CLASS.  181 


cially  for  them.  The  seats  should  be  so  in- 
clined that  all  may  be  distinctly  seen  by  the 
teacher,  and  each  pupil  have  the  same  seat 
from  week  to  week.  By  having  them  arran- 
ged to  suit  the  children,  a  large  number  can 
be  accommodated  in  a  very  small  space.  A 
room  sixteen 'by  twenty-four  feej,  will  seat  150 
children.  Further  directions  for  the  arrange- 
ment of  the  Infant  Class  room,  will  be  found 
in  the  chapter  on  "  Sunday  School  Seats." 

We  all  talk  about  the  importance  of  ventila- 
tion, scold  at  the  universal  negligence,  and 
then  take  but  little  trouble  to  remedj"  the 
evil.  I  have  been  into  schools  where  the  air 
was  so  foul,  that,  though  I  refrained  from  the 
expression  of  my  feelings,  I  fear  that  I  was 
like  the  Dutch  boy  who  was  whipped  because, 
as  his  father  said,  "  You  tink  vun  swear  joost 
so  loud  as  you  can  holler."  It  is  about  as 
hard  to  inculcate  purity  in  such  an  atmos- 
phere,   as    to   "  do  up "    laces    in    Mississippi 


182  OUR    SUNDAY    SCHOOLS. 


river  water ;  the  more  they  are  soaked,  the 
dirtier  they  become. 

Having  made  their  bodies  comfortable,  set 
their  minds  at  ease.  Receive  every  new  scholar 
pleasantly  and  cordially,  and  make  them  feel 
at  home.  I  had  the  misfortune  once  to  over- 
do my  suavity*  A  little  girl  came  in,  and  I 
put  on  my  blandest  smile  to  receive  her,  when 
she  began  to  cry.  I  was  astonished,  and  was 
astounded  when  she  exclaimed  to  her  mother, 
who  brought  her : 

"  Ma !  that  old  ugly  man  is  laughing  at 
me." 

I  could  never  make  friends  with  her,  and 
cannot  say  that  her  criticism  added  to  my 
regret  when  a  few  weeks  after  she  left  the 
school.  This  shows  the  importance  of  first 
impressions. 

There  should  be  both  a  gentleman  and  lady 
superintendent  for  a  large  infant  school.  The 
children  will  require  almost    the  constant  per- 


THE    INFANT    CLASS.  183 


sonal  attention  of  one,  while  the  other  is  con- 
ducting the  exercises.  A  gentleman  and  wife, 
or  brother  and  sister,  will  work  well  together. 
Where  it  is  feasible,  it  is  pleasanter  to 
have  all  the  school  meet  in  the  general  room 
for  the  opening  exercises,  as  the  music  is  im- 
proved by  the  greater  volume  of  sound.  The 
infant  class  can  sit  together,  and  march  out 
to  their  own  room  as  soon  as  the  school  is 
opened.  Where  this  cannot  be,  and  there  is 
merely  a  lad}^  superintendent,  some  gentleman 
should  be  present  to  conduct'  the  opening  de- 
votions. Adults  are  often  present  as  \isitors, 
and  it  is  extremely  disconcerting  for  a  sensi- 
tive lady  to  offer  a  prayer  before  them.  I 
have  always  been  opposed  to  any  such  pub- 
licity of  conduct  which  tends  to  mar  that  ex- 
quisite modesty  and  refinement  which  is  the 
peculiar  charm  of  woman.  I  have  known  la- 
dies to  refuse  to  take  the  infant  class,  lest 
they  should  be  subject  to  this  embarrassment. 


184  OUR   SUNDAY    SCHOOLS. 


Where  no  gentleman  can  conveniently  be  spar- 
ed, let  the  class  with  folded  hands  and  bowed 
heads,   repeat  the  Lord's  prayer. 

A  few  verses  should  be  read,  and  so  ex- 
plained as  to  convey  a  distinct  and  clear  idea 
of  their  meaning  —  not  necessarily  all  their 
meaning,   but  one   clear  idea. 

A  story  is  told  of  a  worthy  but  uneducated 
brother,  who  was  conducting  a  prayer-meeting. 
Not  having  previously  prepared  himself,  he 
opened  the  Bible  at  random  and  commenced 
to  read.  Unfortunately,  the  chapter  contained 
many  hard  words,  which  he  blundered  over, 
until  finally  he  was  stopped  by  a  huge  poly- 
syllable. With  perspiration  upon  his  brow,  he 
hastily  turned  to  another  place,   and   said, 

"  Brethren,  we  will  turn  to  an  easier  chap- 
ter." 

Have  a  care  that  the  passages  you  read 
may  be  so  simple  that  the  children  will  not 
be  inclined  to  repeat  this  brother's  remark. 


THE    INFANT    CLASS.  185 


The  wisest  course  of  instruction  is  difficult 
to  determine.  Almost  any  mode  becomes  stale 
in  time,  and  it  is  perplexing  to  devise  a  suf- 
ficient  variety  in  the  programme  to  keep  the 
exercise.5  fresh.  One  thing  should  be  remem- 
bered—  the  class  is  to  be  considered  a  Sun- 
day play-room  rather  than  a  school.  Ameri- 
can children  have  enough  stimulus  six  days 
of  the  week.  Sunday  must  be  a  day  of  rest. 
Au}'^  study  or  instruction  which  can  be  pur- 
sued without  violating  this  theory  is  allowa- 
ble, but  do  not  excite  the  little  ones  so  as 
to  puti  their  brains  into  a  ferment. 

The  greater  part  of  the  exercises  will  be 
composed  of  music,  to  aid  in  which  a  small 
melodeon  will  be  a  great  acquisition.  The 
children  require  no  books,  as  they  sing  only 
familiar  tunes.  Sing  one  or  two  verses  ev- 
ery five  or  ten  minutes,  and  have  the  words 
so  simple  that  all  can  understand  them.  They 
need  not   be  especially  devotional  in  their  char- 


186  OUR   Sri^LAY   SCHOOLS. 


acter,  if  they  only  inculcate  the  great  com' 
mandraents   on  which   "hang  the   law  and    the 

prophets." 

f 

One  of  the  most  successful  infant  class 
teachers  in  Kew-York,  puts  almost  everything 
into  rh^ane,  and  sings  it,  composing  the  words 
on  the  spot,  adapting  them  to  some  familiar 
tune.  For  instance,  a  boy  is  restless,  and 
finally  manages  to  tumble  off  the  seat,  dis- 
turbing the  whole  school.  Instead  of  admin- 
istering a  scolding,  or  applying  the  popular 
punishment  of  sitting  the  culprit  doimi  hard, 
he   scribbles   off  the   following:  , 

Johnny,  keep  upon  the  seat, 
And  do  not  tumble  oif. 
For  if  you  do,  most  truly  you  ' 
Will  make  the  children  laugh. 

(The  reader  is  informed  that  this  is  the 
author's  first  and  only  poem  in  print,  there- 
fore there  is  no  danger  of  a  new  volume  of 
fugitive  pieces.) 


THE    INFANT    (LASS.  187 


The  childreu  sing  it  over  two  or  three  times, 
laugh  at  it,  aucl  are  careful  for  the  rest  of 
the   day. 

The  teacher  must  remember  such  young 
children  cannot  sit  still  for  an  hour.  If  the 
benches  are  sd  that  the  little  ones  can  seat 
themselves,  and  the  aisles  are  conveniently 
arranged,  it  is  well  to  let  them  march  around 
once  or  twice  during  the  session,  to  rest  them, 
they  singing  some  lively  tune.  A  'little  practice 
in  this  way  will  have  a  good  effect  in  teaching 
them  to  move  out  of  meetings  without  crowd- 
ing  and  confusion.     All  these   little  things  are 

worth    knowing,   and    they   are    not,   for  them, 
improper   Sunday  employments. 

It  is  well  to  let  the  children  learn  verses 
of  Scriptui'e .  during  the  week,  to  recite  in 
school.  Care  should  be  exercised  not  to  stim- 
ulate those  whose  brains  are  already  over-ex- 
cited, but  to  repress  those,  while  spurring  on 
the    indolent.      Have    each    child    who  recites 


188  OUR    SUNDAY    SCHOOLS. 


rise  and  speak  in  a  distinct  voice.  Insist 
upon  this.  Have  a  word  of  commendation  for 
those  who  do  well,  or  try  to  do  well,  while 
those  who  will  not  exert  themselves  pass  over 
in  silence.  The  thirst  for  praise  will  soon 
lead  them  to  reform.  After  ev%ry  few  answers 
make  some  very  brief  remarks,  to  keep  the 
attenl-ton  of  the  school,  or  ask  them  all  to 
repeat  a  good  text  in  concert,  or  ask  some 
qviestion  yoii  are  sure  they  can  answer,  or 
tell  a  stor}^  which  the  text  suggests.  These 
remarks  must  be  very  brief,  but  a  word  or 
two  will  keep  the  attention.  For  instance, 
Eddie  Kellogg  says,  "little  children  love  one 
another."    You   say: 

"Children,  do  you  hear  that?  Christ  says, 
'  love  one  another.'  I  knew  a  boy  once  who 
recited  his  verses  in  Sunday  School,  and  as 
soon  as  he  got  into  the  street  he  pulled  off 
a  boy's  cap  and  threw  it  over  the  fence. 
Was  this  '  loving  one  another  ? '     No,  of  course 


THE    INFANT    CLASS.  1^13 


not.  Now  it  is  just  these  teasing  things  that 
Chiist  Jesus  tells  you  not  to  do.  Will  you 
remember  this?  Now,  Willie,  what  good  thing 
have  you   to  tell  us  ? " 

"  Remember  the  Sahbath  day  to  keep  it 
holy.'' 

"  Oh  yes !  that's  very  good.  I  am  going  to 
talk  to  you  about  that  some  day.  Johnny, 
have   you   as   good  a  text   as   Willie?" 

Thus,  for  the  sake  of  hearing  what  you 
have  to  say,  they  will  listen  to  the  recitations. 
Generall}^  children  prefer  to  recite  themselves 
rather  than  to  hear  others,  but  they  are  always 
ready  to  listen   to   stories  from   an   adult. 

It  is  unnecessary  to  have  every  child  recite 
its  verse  every  Sunday.  Go  as  far  as  you 
can,  and  begin  next  week  where  you  left  off. 
When  the  time  to  close  arrives,  tell  them  you 
are  very  sorry  that  more  could  not  recite, 
but  if  they  will  all  come  early  next  Sunday 
you  will  try  to  commence  sooner,  so  that  more 
can  repeat  their  verses. 


190  OUR   SUNDAY   SCHOOLS. 


Picture  teaching  will  also  be  found  exeed- 
ingly  effective.  The  pictures  should  be  large 
and  well  defined,  so  that  all  can  easily  see 
them.  Show  not  more  than  one  each  session, 
lest  the  scholars  become  satiated.  Explain 
the  scene  elaborately^  with  as  much  detail  and 
incidental  anecdote  as  possible.  So  successful 
is  this  course  of  instruction,  that  the  Sundaj'' 
School  Union  have  issued  a  sort  of  panorama 
of  pictures,  so  contrived  that  they  can  be 
unrolled  one  at  a  time.  It  is  an  excellent 
contrivance. 

At  a  recent  lecture,  Mr.  E.  G-.  Pardee,  of 
New- York,  gave  some  very  good  advice  in 
regard  to  teaching  the  infant  class.  Healthy 
children  abhor  quietude.  Perpetual  motion  is 
their  normal  state.  All  instruction  should  be 
conducted  in  accordance  with  this  law,  and 
suitable  exercise  should  accompany  all  study, 
or  it  will  be  irksome  to  them. 

For  instance,  in  reading  the  Bible,  it  will 
be  well  to  select  such  passages   as  Psalm  cxv., 


THE   INFANT    CLASS.  191 


verse  4 :  "  Their  idols  are  silver  and  gold, 
tiie  work  of  men's  hands.  They  have  mouths, 
but  they  speak  not ;  eyes  have  they  but  they 
see  not ;  they  have  ears  but  they  hear  not ; 
noses   have   they,   but  they   smell  not,"   etc. 

At  the  word  eyes,  let  the  children  all  touch 
their  eyes ;  at  the  word  ears,  touch  their  own ; 
at  the  word  God,  point  above,  and  so  on. 
This  will  entertain  them,  keep  their  attention, 
and   they   will   learn   the   passage   very  quickly. 

There  are  some  little  books  published  with 
acting  songs,  which  are  very  useful.  As  long 
as  you  can  keep  up  a  variety  of  action  among 
the  children,  so  long  the  exercises  will  not 
become  irksome  to  them.  I  mean,  of  course, 
during   a  reasonable   time. 

Mr.  Pardee  thinks  that  nearly  all  that  is 
told  very  small  children  is  utterly  lost.  We 
can  hardly  realize  how  few  words  they  under- 
stand. The  first  few  years  they  learn  almost 
entirely  by  sight,  and   therefore   we   must  work 


192  OUR    SUNDAY    SCHOOLS. 


through  this  faculty.  He  mentioned  a  school 
where  they  had  a  number  of  plaster  casts,  of 
various  subjects.  Among  others  there  was  one 
of  a   dog.      He   inquired   its   use. 

"  Why,"  said  the  superintendent,  "  that  is 
one  of  my  most  useful  sermons.  That  is  Fido, 
or  the  faithful.  I  illustrate  the  whole  nature 
of  obedience,  fidelity,  love  to  his  master,  etc., 
by  Fido's  character.  He  preaches  such  ser- 
mons to  their  young  minds,  as  I  am  unable 
to.  The  children  will  often  understand  a  story 
about  this  dog,  which  they  can  see,  when 
they  would  hardly  grasp  a  single  idea  with- 
out having  the  tangible  object  before  them* 
There  j^ou  see  a  pair  of  doves,  with  their 
bills  touching  each  other  —  not  very  beautiful 
or  natural,  but  very  useful.  1  have  stopped 
all  pushing  and  punching  among  the  scholars, 
with  those  doves.  Their  object  is  to  teach 
love  and   kindness   to   each   other." 

I    am    not  in    favor    of    giving    out    library 


THE    INFANT    CLASS.  193 


books  to  children  who  cannot  read.  Many 
will  be  lost.  Those  which  are  preserved  will 
cause  parents  the  trouble  of  looking  after 
them.  The  parents,  not  the  children,  will  re- 
turn them.  The  children  will  be  obliged  to 
have  some  one  read  to  them,  if  the  books  are 
used  at  all,  and  parents  or  friends  who  will 
take  this  trouble,  will,  in  this  day  of  cheap 
publications,  obtain  books  in  other  waj^s.  As 
a  general  rule,  I  have  found  parents  opposed  to 
their  young  children  taking  books.  When 
any  parent  especially  desires  a  book,  it  can 
be  supplied  from  the  general  library.  Much 
time  will  be  spent  in  supplying  the  books, 
and,  in  vulgar  parlance,  they  are  "  more  bother 
than  they   are   worth." 

If  the  school  can  afford  it,  it  wall  be  well 
to  give  the  children  picture-cards  or  papers. 
One  pretty  card  or  paper  a  month,  as  a  gift, 
will   be   more  prized  than   a  volume    loaned. 

There  is   no    position  in  the   Sunday   School 


104  OUR   SUNDAY   SCHOOLS. 


more  pleasant  than  the  superintendence  of 
the  infant  class,  for  one  who  is  successful. 
The  children  are  at  just  the  age  when  they 
are  easily  managed,  and  full  of  childish  origin- 
ality. A  volume  might  be  filled  with  touch- 
ing and   amusing  incidents   of  such   children. 

Last  winter,  a  little  boy  who  was  deaf,  and 
talked  only  as  he  did  when  he  was  three 
years  old,  with  the  peculiar  devotional  charac- 
ter so  frequently  found  in  such  unfortunates, 
had  been  praying  every  night  for  snow.  At 
last  it  came.  As  soon  as  he  saw  it,  he  rush- 
ed into   his   sister's   room,  shouting; 

"I  so  very  happy  indeed.  All  up  in  the 
sky  work  so  very  hard.  Papa  in  the  sky, 
(his  name  for  God)  brother  John,  little  sis- 
ter, all  work  so  very  hard  indeed  all  night, 
making  snow  for  Gorham,"  and  he  fell  on 
his  knees  exclaiming,  "Thank  you,  Papa  in 
the   sky,   thank  you  for   snow." 


CHAPTER  Xn. 

THE     BIBLE     CLASS. 

OLERIDGE   once  remarked  that  of  all 
J  vices,    ad-vice    was   the    worse.      Cer- 

^Py-}^  tainly  it  is  easier  to  proffer  advice 
cTeiJ^  than  to  profit  by ;  to  tell  how  to  act, 
^  than  to  accomplish  one's  own  plans. 
It  is  not  with  a  spirit  of  fault-finding  that  I 
speak  of  the  room  for  improvement  in  the 
Bible-Classes.  They  are  generally  well  con- 
ducted. I  merely  detail  the  hints  I  have 
gathered  in  \isiting  many  schools,  and  sug- 
gesting such  additional  things  as  may  tend 
to  make  the  duties  of  the  Bible-class  teacher 
easier  and  more  successful.  A  teacher,  how- 
ever, who  merely  follows  the  plans  "laid  down 
in  the  books,"  will  be  as  often  defeated  as 
would    a    general  of    like    liabiLs.      Those   are 

186 


196  OUR   SUNDAY    SCHOOLS. 


successful  who  can  originate  new  manoeuvres 
for  new  exigencies,  who  have,  what  we  term, 
"  genius,"  to  step  out  of  the  beaten  track, 
where  a  new  is  tetter,  and  lead  their  class 
through  fresh  scenes.  Yet  a  care  must  be 
exercised  not  to  carry  novelty  so  far  as  to 
forget  the  grand  object  of  the  labors,  viz. :  to 
save   souls. 

That  many  of  our  Sunday  Schools  are  sad- 
ly lacking  in  adult  Bible-classes,  is  not  the 
result  of  neglect  deserving  censure.  Probably 
no  subject  connected  with  the  school  has  re- 
ceived more  thought  or  has  been  surrounded 
with  more  difficulties.  It  is  exceedingly  im- 
portant that  persons  from  fourteen  to  twenty 
years  of  age,  should  be  retained  in  school, 
yet  how  to  keep  a  hold  on  them  is  perplex- 
ing. Just  at  the  most  critical  portion  of  their 
lives,  a  feeling  of  pride  leads  them  to  deem 
the  school  a  mere  children's  affair,  unsuitable 
for  young  men   and  young  ladies.      It  is  of  no 


THE    BIBLE    CLASS.  197 


use  openly  to  combat  this  pride,  for  opposi- 
tion  only   develops  it. 

"  He  who  wrestles  with  us,  strengthens  our 
muscles." 

We  can  only  ignore  it,  work  around  it,  and 
undermine  it.  Frequently  where  a  person  has 
one  set,  determined  prejudice,  he  is  so  intent  on 
watching  for  a  direct  attack  on  his  hobby, 
that  he  will  not  notice  an  attempt  to  outflank 
him,  and  maj^  be  bound  hand  and  foot  by  an 
approach  in  any  direction  save  over  that  par- 
ticular rampart   of   pride. 

Dr.  Todd,  in  his  most  admirable  work,  enti- 
tled the  "  Sabbath  School  Teacher,"  proposes 
to  have  every  scholar,  who  leaves  the  school, 
given  a  certificate  of  honorable  dismission.  By 
this  means  the  superintendent  can  usually  learn 
who  are  intending  to  leave,  and  why.  Some 
management  and  care,  will  ordinarily  induce 
those  to  remain,  who  only  leave  on  account 
of  age.      I   think   this   plan  feasible. 


198  OUll    SUNDAY    SCHOOLS. 


Sometimes  adults  can  be  induced  to  join  a 
Bible  class  if  it  is  held  separate  from  the 
Sunday  School ;  where  no  one  can  confound 
them  with  the  "  children."  It  is  better  to  go 
directly  forward  without  this  circumlocution 
where  we  can ;  but  he  who  attempts,  under  all 
circumstances,  to  "  walk  straight  onward,  turn- 
ing neither  to  the  right  nor  the  left,"  will  be 
likely  to  experience  an  unpleasant  collision. 
We  must  manoeuvre  to  win  souls  if  we  can- 
not save   them   otherwise. 

A  friend  was  trout-fishing  on  the  sides  of 
"  Old  Saddleback,"  a  mountain  in  the  interior 
of  Maine,  a  hundred  miles  from  the  coast. 
Supposing  himself  ten  miles  from  any  village, 
and  half  as  far  from  a  house,  he  was  surprised 
by  hearing  the  blows  of  an  ax.  Soon  he  came 
to  a  small  clearing,  where  the  proprietor  of 
the   ax   surveyed   him   with   some   curiosity. 

"  Hallo,   stranger  !  "   said  he. 

"How   are  you,   sir?" 


TUE    BIBLE   CLASS.  199 


"Well,   uow,  stranger,   where  be    ye  from?" 

"I'm   from   New- York." 

"  From  New- York !  Why,  I  should  think 
you'd  hate   to   live   so  fur   off." 

Now,  even  though  we  may  not  believe  that 
we  live  directly  on  the  universal  hub,  still  we 
all  have  our  pet  prejudices  and  foolish  pride, 
which  no  argument  can  reason  out  of  us. 
There  is  no  use  of  telling  a  boy  how  foolish 
it  is  to  be  ashamed  to  go  to  Sunday  School. 
Humor  his  pride  for  a  while,  and  let  him  at- 
tend what  you  call  a  "Bible  History  Circle." 
As  soon  as  he  becomes  interested,  his  pride 
on  that   point   will   evaporate. 

In  selecting  a  teacher,  not  always  are  the 
most  learned  the  best  adapted  to  impart  knowl- 
edge to  the  class.  I  sometimes  think  that  a 
person  but  a  few  degrees  above  the  class  in 
culture  —  if  a  growing  man  —  is  about  as  Uke- 
ly  to  be  successful  as  any,  for  the  reason 
that,    being    near    their    own    standard,    he  is 


200  OUR    SUNDAY    SCHOOLS. 


interested  in  about  the  same  things  as  his 
pupils,  and  understands  their  calibre.  He 
must  have  some  tact  in  managing  to  avoid 
the  appearance  of  a  school-master's  authority, 
so  as  not  to  frighten  them  away  by  the  fan- 
cy that  they  are  treated  like  children.  He 
must  understand  what  the  "Country  Parson" 
calls   the   "Art   of  putting  things." 

In  gathering  a  Bible  Class,  be  careful,  as 
far  as  possible,  to  have  all  of  the  same  general 
turn  of  mind  together  —  that  is,  those  who  can 
all  be  interested  in  the  same  subject.  Some 
are  mathematical  and  precise,  wishing  the  doc- 
trines of  the  Gospels  demonstrated.  They  are 
lovers  of  creeds  and  denominational  ism,  plac- 
ing much  importance  on  the  literal  observance 
of  a  literal  translation.  They  delight,  so  to 
speak,  in  the  exquisite  mechanism  of  the  Gos- 
pel. They  admke  the  symmetrical  order  of 
the  "  plan  of  salvation,"  and  are  never  tired 
of  examining   and   discussing  its   completeness. 


THE    BIBLE   CLASS.  201 


Others  go  to  the  opposite  extreme,  and  while 
they  admit  that  some  attention  to  creeds  and 
doctrines  is  necessary,  yet  they  are  not  to 
them  pleasing  studies.  They  are  as  dry  husks. 
The  life  and  character  of  Christ,  his  promises 
of  love  and  assurances  of  care,  supply  food 
for  ^their  minds.  The}''  are  emotional,  and  de- 
sire to  be  affected  through  the  heart  rather 
than  the  intellect.  Perhaps  these  exhibitions 
of  truth  produce  similar  effects  in  minds  dif- 
ferently constituted :  the  one  influenced  by  de- 
monstration,  and  the   other  by  illustration. 

AVhether  the  ultimate  effect  in  the  two  dis- 
positions is  or  is  not  the  same,  the  modes  of 
operating  are  so  antagonistic  that  they  can- 
not be  blended.  It  would  ^not  be  well  to 
unite  in  a  select  social  circle  of  Hoods  and 
Jerrolds  a  certain  lady  who  could  not  appre- 
ciate a  facetious  remark.  Her  husband  once 
remarked   to  her  with   some   vexation : 

"  Why,    wife,    I   don't  believe  you'd   take   a 


202  OUR   SUNDAY   SCHOOLS. 


joke  if  it  was  pitched  at  you  fi'om  a  fifteen- 
inch   Dahlofren ! " 

"  Now,  John,  how  foolish,"  said  she,  with 
charming  sir.iplicitj^,  "you  know  they  can't  fire 
jokes   from   a   gun." 

I  do  not  object  to  a  certain  degrcQ  of  di- 
versity of  opinion  in  regard  to  facts  and  con- 
clusions. It  is  necessary  to  give  spice  to  the 
exercises.  I  would  not  repress  them,  except 
when  they  are  of  such  a  character  as  to  pre- 
vent a  common  interest.  I  would  not  have 
the  mathematical,  cold  and  calculating,  united 
with  the  poetic,  warm,  emotional.  Both  would 
be  dissatisfied,  and  unable  to  blend.  I  have 
known  of  classes  being  wrecked  on  this  rock 
of  internal  discord.  They  could  not  agree  in 
au}^  course  of  study.  There  must  be  harmo- 
ny in  all  important  chords,  though  there  may 
be  accidentals  and  musical  discords  introduced 
for   effect. 

I   have   in   my  mind   now   a   class   that   con- 


TUE    BIBLE   CLASS.  203 


tains  eight  young  men  from  fifteen  to  eighteen 
years  of  age.  Three  of  them  are  wild  as  un- 
broken colts,  and  care  about  as  much  for  re- 
ligion. They  just  tolerate  the  school,  but  will 
not  listen  to  any  serious  conversation.  They 
will  not  study  the  lesson  or  make  any  prepar- 
tion.  Two  are  indifierent  but  respectful.  They 
could,  possibly,  be  interested  by  a  competent 
teacher  in  the  pure  Bible  stud3^  Three  are 
serious,  studious,  and  longing  to  learn  more 
of  the  Bible  —  one  almost  persuaded  to  become 
a  Christian,  ripe,  waiting  onl}^  to  be  picked. 
This  class  rs  paralyzed.  A  teacher — that 
is,  nine  hundred  and  ninet3'-nine  out  of  a  thou- 
sand —  cannot  interest  all  by  the  same  course 
of  instruction.  *  For  the  wild  ones,  he  has  to 
deal  in  anecdote  and  j)leasing  illustration  to 
keep  their  attention,  while  the  three  furthest 
advanced  receive  comparatively  little  benefit  — 
they  have  grown  bej'ond  that  stage.  If  he 
attempts  to   satisfy  the  cravings  of  the  advanc- 


204  OUR   SUNDAY   SCHOOLS. 


ed  ones,  the  others  are  restless  and  dissatis- 
fied. It  is  like  feeding  a  new-born  babe  with 
roast-beef  and  plum-pudding.  They  can't  bear 
it.  It  is  impossible  for  any  ordinary  teacher 
to  benefit  in  any  great  degree  either  portion 
of  the  class  when  united.  He  merely  enter- 
tains the  advanced,  or  drives  away  the  back- 
ward. This  is  entirely  owing  to  the  want  of 
classification,  and  ten  minutes  attention  of  the 
superintendent  in  removing  one  or  the  other 
portion  of  the  class,  would  probably  result  in 
the  conversion  of  one  and  moral  improvement 
of  the  others.  Classification  is  one  of  the 
most  important  duties  of  the   superintendent. 

Where  a  class  starts  uninterested  and  care- 
less, attending  merely  because  they  are  sent 
by  their  parents,  I  would  advise  that,  for  a 
time  at  least,  they  should  not  be  required 
to  commit  any  lesson ;  perhaps  it  would  be 
well  merely  to  request  that  the  lesson  be 
read  over   during  the  week.      Ask   each    pupil 


'fllE    BIBLE    CLASS.  205 


individually  every  Sabbath,  if  be  has  done 
this,  as  the  personal  question  has  great  in- 
fluence. I  would  make  the  lesson  somewhat  of 
a  moral  lecture,  illustrated  with  anecdotes  and 
incidents  —  which  any  good  weekly  religious 
paper  will  supply.  Strive,  however,  in  every 
possible  way  to  induce  the  pupils  to  express 
their  own  views  in  their  own  lanOTacre.  One 
has  a  clearer  idea  of  a  subject  when  he  has 
expressed  that  idea  to  another.  Ask  questions, 
start  objections  —  often  so  simple  that  the 
least  cultured  can  detect  their  fallacy — and 
thus  inspire  discussion.  Evade  giving  3^ our 
own  opinion  until  you  can  obtain  the  senti- 
ment of  all  in  the  class.  Never  tell  a  pupil 
what  you  can  induce  the  pupil  to  tell  yon. 

Perhaps   a   real  example    will  best   show  my 
meaning   on  this    point.       At   a   very    skilfully 
conducted   Bible    class,    the     subject   of    Christ* 
driving  the  money  changers   out  of  the  temple 
came  up.      The    teacher    asked     of    each    his 


206  OUR   SUNDAY   SCHOOLS. 


opinion  as  to  what  the  "  scourge  of  small 
cords "  was ,  and  how  Christ  obtained  it,  etc . 
One  thought  literally  that  it  was  a  kind  of 
whip  or  cat-o'-nine  tails,  which  he  had  brought 
on  purpose.  Another  thought  that  it  was 
merely  something  that  he  had  taken  from  the 
ground  to  use  as  a  sort  of  wand,  and  he  did 
not  actually  apply  it  to  the  backs  of  the  flee 
ing  brokers.  Another  thought  it  a  rope, 
which  he  used  veritably  and  with  success. 
Another  amplified,  b}^  stating  that  as  the  cat- 
tle brought  for  burnt  offerings  were  in  the 
temple,  some  pieces  of  rope  used  in  fastening 
them  were  lying  around,  one  of  which  Jesus 
picked  up  to  give  emphasis  to  his  commands. 
Thus  they  got  inquiring  into  the  matter,  each 
hunting  up  corroborative  passages,  discussing 
the  evidences  of  its  being  a  miracle,  etc.,  and 
occupied  profitably  and  entertainingly  nearl}^ 
the   whole   horn*   over  that   one   passage. 

Sometimes  it  is  well    to  illustrate    the    les- 


Till']    BIBLE    CLASS.  207 


son  with  any  curiosities  you  may  be  able  to 
obtain  relating  to  Bible  matters,  such  as  idols, 
coins,  papyrus  rolls,  relics  from  ancient  cities, 
etc.  Do  anything  of  this  nature  to  make  the 
lesson  interesting,  for  without  interest  nothing 
can  be  accomplished. 

As  a  general  rule  perhaps  it  is  a  better 
plan  not  to  require  much  to  be  committed  to 
memory,  but  to  have  the  time  spent  in  study- 
ing into  the  meaning  and  teachings  of  the 
lesson,  its  parallel  statements,  history,  effects, 
etc.  I  say  perhaps^  for  it  is  a  mooted  ques- 
tion, upon  which  I  am  not  at  all  satisfied. 
There  are  many  advantages  in  having  the 
mind  stored  with  Scripture  texts,  and  yet  it 
is  more  entertaining  to  study  into  the  charac- 
ter rather,  than  to  commit  the  words.  This 
point,   individual   experience  must  decide. 

When  practicable,  in  cases  where  a  class  is 
truly  interested  and  desirous  to  learn,  it  is 
well    for    each    pupil    to    have   a    commentar3\ 


208  OUll    SUNDAY    SCHOOLS. 


For  instance,  a  class  of  eight  have  respective- 
ly Clarke's,  Scott's,  and  Olshausen's  commen- 
taries, Kitto's,  Barnes's,  Alexander's,  and 
Hodge's  notes,  and  the  Annotated  Paragraph 
Bible,  by  the  London  Religious  Tract  Society, 
(rei)ublished  by  Sheldon  &  Co.,  New  York.)  It 
will  be  even  better  to  have  two  pupils  to  ex- 
amine each  volume,  so  that  double  the  num- 
ber of  scholars  can  be  supplied.  Study  the 
lesson  in  the  class,  each  number  giving  the 
opinion  of  his  commentator  on  the  obscure 
passages.  This  will  prove  a  very  entertaining 
and  instructive  exercise,  and  affords  ample 
scope  for  the  teacher's  ability,  in  exjDlaining 
many  little  things  which  no  commentary  will 
treat  of,  and  in  summing  up  the  testimony  of 
all.  This  will  be  a  somewhat  expensive  plan, 
as  commentaries  are  costly.  The  "  Notes " 
and  the  '^  Annotated  Bible "  are  cheap,  how- 
ever ;  and  those  not  thus  supplied,  could  have 
Bibles   to   turn   to   the  reference   passages.     On 


THE   BIBLE    CLASS.  209 

the  whole,  I  think  this  to  be  the  most  sure 
of  success  and  easy  of  accomplishment  of  any 
plan   I   know. 

There  was  a  class  of  ladies  connected  with 
,  the  late  church  of  Dr.  Scott,  in  New  Orleans, 
on  somewhat  the  same  plan,  which  was  con- 
ducted by  Mr.  M.,  a  lawyer  of  that  city. 
The  lesson  was  usually  the  history  of  some 
Bible  personage,  and  its  relations  to  the  truths 
and  doctrines  of  the  Bible.  Each  pupil  would 
study  the  lesson  at  home,  with  some  com- 
mentar}^  and  at  the  class  would  be  question- 
ed as  to  the  facts  or  teachings.  These  would, 
of  course,  usually  be  answered  according  to 
the  t)pinion  of  their  commentator.  Those 
having  different  views  would  suggest  their 
opinions,  until  the  sentiment  of  the  class  was 
obtained.  The  teacher,  with  adroit  skill,  would 
draw  out  as  much  as  possible  the  individual 
thought  and  belief.  The  success  of  the  plan 
in  interesting  the   class,    is   shown   by   the  fact 


21 C  OUR   SUNDAY   SCHOOLS. 


that,  while  it  commenced  with  nine  ladies,  it 
increased  during  the  season  to  ninety-three, 
and  contained  all  ages,  from  seventeen  to 
seventy.  It  was  found  inconvenient  to  hold 
the  class  on  Sunday,  and  it  was  transferred  to, 
and  continued  on  Friday  afternoons,  the  ses- 
sion lasting  two  hours. 

Occasionally  it  may  be  well  to  let  the  class 
prepare  written  essays  on  certain  subjects, 
such  as  the  Sunday  question,  use  of  wine, 
theatre-going,  etc.,  in  which  they  can  express 
their  views,  and  the  reasons  therefor.  But  en- 
deavor to  discourage  all  cant  and  meaningless 
expressions,  so  often  introduced  by  young  peo- 
ple, because  they  have  heard  others  do  so. 
Lead  them  to  debate  religious  matters  in  a 
manly,  direct,  forcible  way,  as  they  would 
political  economy,  mthout  interspersing  it  with 
pious  sniffles,  to  conceal  their  lack  of  force. 
Then,  let  the  class  discuss  the  essay,  and 
decide    whether    the    views  of    the    writer   are 


THE  BIBLE    CLASS.  211 


correct.  The  teacher  should,  at  the  close  of 
the  session,  state  his  own  opinion,  and  strive 
to  impress  it  upon  the  hearts  of  the  pupils. 
No  matter  how  much  life  and  vivacity  there 
may  be  during  the  exercises  —  and  there  should 
be  much  —  the  general  tone  and  influence  of 
the  lesson,  particularly  at  the  close,  should 
be  impressive   and   subduing.  «• 

There  is  another  little  plan  for  interesting 
the  class.  Have  a  place  where  any  member 
of  the  class  can  drop  a  written  question. 
For  instance,  each  young  man  writes  one,  of 
such  a  character  as,  "  Do  you  think  the  '  lat- 
ter days'  are  near  at  hand?"  "Are  the 
present  American  troubles  foretold  in  prophe- 
cy?" "Is  it  ever  right  for  a  non-church 
member  to  partake  of  the  sacrament?"  or 
perhaps  they  may  be  of  a  personal  character, 
intended  merely  for  the  teacher's  eye,  speaking 
of  private  doubts  and  trouble.  Either  the 
pupils  can  each  select  a  question  —  the   author- 


212  OUR    SUNDAY   SCHOOLS. 


ship  unknown  —  to  answer  in  a  three-minute 
essay,  or  the  teacher  may  reply  to  such  of 
them  as  are  worthj^  before  the  class  or  to  the 
writer  privately,  as  may  seem  best.  It  is  not 
necessar}^  that  the  pupils  should  be  competent 
to  write  these  replies  If  they  are  competent 
to  try^  it  is  sufficient.  The  object,  is  to  induce 
study,  and  inspire  interest,  not  to  prepare  ar- 
ticles for  the   press.* 

I  think  many  parents  are  not  sufficiently  in- 
clined to  urge  the  attendance  of  their  older 
children  upon  the  Bible  Class.  They  seldom 
visit  the  school,  usually  speak  of  it  as  a  very 
nice  children's  affair,  which  saves  them  some 
trouble  in  educating  their  boys  and  girls,  and 
in  ever}^  possible   way  treat  it   as  beneath  the 

♦Since  this  plan  was  suggested  in  a  religious  paper,  I 
have  learned  of  its  having  been  adopted  in  several  classes 
■with  marked  success.  Ladies,  particularly,  who  were 
timid  about  arguing  points,  have  been  ready  to  defend 
or  assail  theories,  with  their  pen,  and  thus,  finally,  have 
been   led  to  express  their  views  viva  voce. 


THE    BIBLE    CLASS.  213 


serious  attention  of  adults.  Of  course,  as  the 
children  gi'ow  into  long  dresses  and  frock 
coats,  they  follow  their  parents'  example.  It 
is  difficult  to  secure  cheerful  obedience  when 
we  say,  "Go  and  do,"  but  easy  when  we 
beckon,   "  Come  with  me." 

Parents,  it  is  hard  for  the  superintendent 
and  teachers  to  do  all  the  work  for  your  chil- 
dren alone,  when  you,  by  your  example,  hold 
them  back.  They  ask  not  much  from  you. 
They  ask  merely  that  you  will  lend  your  in- 
fluence in  their  attempts  to  bring  your  family, 
unbroken,  safely  to  their  home  in  heaven.  They 
ask  of  you,  O  father,  merely  that  you  will 
help  them  restore  to  you  in  paradise,  the 
mischievous  little  curly  head  you  are  now 
stroking.  They  ask  of  you,  O,  mother,  mere- 
ly that  you  will  help  them  secure  to  you, 
your  manl}^,  bright-eyed,  youngest  boy,  that 
vou  love  until  tears   almost  rise  at  the  intensi- 


214  OUR    SUNDAY    SCHOOLS. 


ty   of  your  affection.      Do  they  ask  too  much.? 
It   is  your  children  they  would  save. 

*'  A  mother's  love  may  prove  a  snare : 
The  child  she  loves  so  well 
Her  hand  may  lead  with  gentlest  care» 
Down  the- steep  road  to  Hell.'* 


CHAPTER  Xin. 

SUNDAY  SCHOOL  SEATS. 

VERY  important  feature  in  the  Sunday 
School  is  a  suitable  form  of  seat. 
Much  of  the  restlessness  of  children 
is  occasioned  by  the  uncomfortable 
position  in  which  they  are  placed. 
Creature  comfort  is,  after  all,  very  desirable, 
and  it  is  impossible  to  expect  the  mind  to  be 
at  ease,   while  the  body  is   suffering. 

Where  the  school  is  held  in  the  church,  of 
course  no  alteration  of  the  seats  can  be  made. 
If  it  meets  in  the  lecture-room,  where  there 
are  benches  or  pews,  I  would  have  broad, 
heavy  crickets  running  the  whole  length  of 
the  pew,  and  forming  as  it  were  a  false  floor. 
These    should    be  graduated    in  height   to  ac- 

216 


216  OUR   SUNDAY    SCHOOLS. 


comm  dilate  the  size  of  the  pupils  in  each 
class.  Two  of  the  larger  boys  will  remove 
them  after  school,  so  that  they  need  not  in- 
terfere with  the  use  of  the  room  by  adults. 
Wfiere  the  lecture-room  has  not  yet  been  fin- 
ished, I  would  recommend  that  the  seat,  which, 
not  knowing  any  other  name,  I  shall  desig- 
nate the  "  Booth  seat,"  be  introduced.  By 
these  seats  nearly  as  many  can  be  seated  as 
by  pews,  and  the  room  is  admirably  adapted 
to  the  Sunday  School.  Full  directions  in  re- 
gard to  this  seat  are  given  in  a  few  pages 
later. 

One  other,  and  common  form  for  vestrys, 
is  to  have  the  backs  of  the  seats  reversible, 
like  those  of  the  railroad  cars,  so  that  in  the 
Sunday  School  two  seats  may  be  caused  to 
face  each  other.  This  accommodates  the  class 
very  well,  although  half  of  the  school  have  to 
sit  with  their  backs  to  the  superintendent, 
which  is,   of  course,   undesirable. 


SUNDAY    SCHOOL   SEATS.  217 


Many  buildings,  however,  are  now  being  erect- 
ed for  the  exchisive  use  of  the  Sunday  School, 
and  in  these,  regard  can  be  paid  to  the  pe- 
culiar object  to  which  it  is  devoted.  There 
seem   to  be   three   points   to   be   considered : 

1st.  An  economical  seat.  2d.  A  seat  which 
shall  accommodate  the  pupils  with  the  utmost 
saving  of  room,  and,  3d.  A  seat  which  shall 
enable  all  to  see  the  superintendent,  and  yet 
allow  each  class  to  face,  and  be  within  reach 
of,   the   teacher. 

The  most  common  form,  is  the  semi-circle. 
These  seats  are  made  of  various  degrees  of 
the  arch.  They  are  being  gradually  lessened 
in  curve,  to  avoid  causing  the  pupils  to  twist 
their  backs  or  necks,  in  facing  the  superin- 
tendent. The  Lee-Avenue  school,  of  Brooklyn, 
has  probably  succeeded,  as  near  as  is  possible, 
With  these  seats,  in  attaining  the  true  por- 
portions. 

The  engraving  on  page  223  shows  ihe  general 
form. 


218  OUR   SUNDAY    SCHOOLS. 


The  inside  circumference  of  the  seat  is  ten 
feet.  Depth  of  arch  from  the  chord,  two  feet 
eight  inches.  Height  of  seat  fifteen  and  a 
half  inches.  Breadth  of  seat  ten  and  a  half 
inches.  Height  of  back  fifteen  inches,  with 
two  back  rails.  These  seats  can  probably 
be  packed  more  advantageously  in  saving 
room  than  any  others  possessing  similar  advan- 
tages. Mr.  Johnson,  the  superintendent  of 
the  Lee-Avenue  school,  has  given  considerable 
attention  to  the  subject,  and  prefers  these  to 
any  yet  introduced.  His  seats  are  very  ex- 
pensively made  of  black  walnut.  Of  course, 
it  is  only  the  form  of  the  seat  which  it  will 
he  necessary  to  imitate. 

There  is  another,  comparatively  new  seat 
which  is  growing  very  popular.  It  was  de- 
signed by  Mr.  Samuel  Booth,  superintendent 
of  the  Hanson  Place  Methodist  Sunday  School, 
Brooklyn,  where  it  is  introduced.  This  is  one 
of  the  largest    and  best    appointed  schools  in 


SUNDAY    SCHOOL    SEATS. 


2l5 


our    country,    having    a    membership    of    over 
eight   hundred   scholars. 


THE   BOOTH   SEAT. 


The  above  cut  gives  an  accurate  view  of 
the  form  of  the  seats.  They  have  also  been 
introduced  into  the  Plymouth  Church  Sunday 
School,  and  its  superintendent,  Mr.  George  A. 
Bell,  speaks  in  the  highest  terms  of  them. 

Their  dimensions  are  as  follows :  Height 
of  seat  sixteen  and  a  half  inches.  (This 
height  is  for  the  large  class  seats.)  Height 
of  back  fourteen  inches,  with  only  one  rail 
to  the  back.      Breadth  of  seat    twelve  inches. 


220  OUll    SUNDAY    SCHOOL. 


The  seat  is  made  of  a  two  inch  plank,  with 
half  an  inch  hollowed  out  of  the  rear  of  the 
seat,  and  gradually  rising  towards  the  front, 
as  in  the  diagram   on  page  228,which  adds  greatly 

to  its  comfort. 

These  benches  will  accommodate  seven  boys, 
and  occupy  a  space  six  feet  four  inches  by  four 
feet  two  inches ;  one  can  calculate  that  he  can 
seat  seven  scholars  in  every  thh'ty-one  square 
feet  in  his  school.  This  estimate  allows  also 
for   the   aisles. 

The  features  of, —  1st.  proximity  of  teachers 
and  pupils ;  2d.  ability  of  all  to  face  the  su- 
perintendent, and  3d.  reasonable  economy  in 
room,  seem  to  be  thoroughl}"  met  b}^  this  bench. 
Care  must,  however,  be  exercised  in  placing 
the  seats,  not  allowing  two  classes  to  sit  back 
to  back,  as  thus  all  the  advantages  of  this  seat 
will  be  lost.  The  superintendent's  desk  should 
be  the  point  of  sight  to  which  all  should  tend. 
Usually  it  is  well  to  have  an  aisle  in  the  centre 
of  the  room,   and  the   seats  radiate  from  it. 


SUXDAV    riCIlOUL    Si:ATS.  221 


In  both  the  Lee-Avenue,  and  the  Booth 
seats,  under  one  end  there  is  a  neat  little 
locker,  large  enough  to  hold  the  Bibles  and 
hymn  books,  &c.,  of  the  class.  It  is  well  to 
have  a  shelf  divide  the  interior  into  an  up- 
per and  lower  apartment.  In  both  these  seats, 
the  teacher  occupies  a  chair,  facing  the  class, 
in  such  a  position  that  he  can  touch  each 
pupil  without  moving  his   position. 

Mr.  Booth  strongly  condemns  tight  board 
backs  to  seats  for  small  children,  as  the  spinal 
column,  that  position  of  the  body  most  sensi- 
tive to  atmospheric  changes,  becomes  heated. 
It  perspires,  and  when  suddenlj*  exposed  to 
the  cool  air  out  of  doors,  is  apt  to  produce 
serious  consequences.  The  back  should  be  a 
single  rail  constructed  as  Jightly  as  is  con- 
sistent with  strength,  and  if  placed  in  exactly 
the  right  position,  will  prove  as  comfortable 
a  support  as  any.  In  the  arrangement  of  a 
room,   everything   should  be  as  light   and   open 


222  OUR   SUNDAY   SCHOOL. 


as  possible.  In  painting,  a  light  graining  is 
preferable.  Dark  colors,  and  everything  like 
monastic  gloom,   should  be  avoided. 

He  thinks  that  two  and  a  half  feet  in  width 
for  the  centre,  and  two  feet  for  the  side 
aisles,  is  enough,  where  there  is  an  aisle  for 
each  tier  of  benches.  This  will  allow  sufficient 
space  for  the  children  to  pass  out  by  single 
file,  and  certainly  it  is  better  to  have  several 
narrow,  than  one  broad  aisle.  Of  course, 
where  there  is  sufficient  room,  more  space  is 
preferable. 

For  the  teachers,  some  kind  of  a  chair  is 
desirable.  In  the  Lee- Avenue  School  the 
chair  is  fastened  to  an  iron  pedestal  secured 
to  the  floor.  The  top,  an  arm  chair,  turns 
on  a  pivot,  so  that  the  teacher  can  face  the 
superintendent,  or  the  class.  Where  ordinary 
chairs  are  used,  and  the  floor  of  the  room  is 
uncarpeted,  it  is  well  to  glue  a  thin  piece  of 
India  rubber  on  to  the  bottom  of  the  legs. 
This  will  prevent   much  noise  in  moving  them. 


223 


SECTIONAL    VIEW   OF    THE    BOOTH    SEAT. 


THE    SEMI-CIRCLE    SEAT. 


224 


SUNDAY    SCHOOL    SEATS.  225 


INFANT    CLASS    SEATS. 

The  only  infant  class  room  I  have  seen 
which  exactly  suited  me,  is  that  of  the  Han- 
son Place  Methodist  Sabbath  School.  In 
beauty,  arrangement,  ventilation  and  yet  sim- 
plicity, it  is  apparently  perfect.  As  I  am  un- 
able to  detect  an  inconvenience  or  suggest  an 
improvement,  I  shall  merely  give  a  plan  and 
description   of  it. 

It  will  be  seen  that  it  is  in  the  form  of  a 
theatre.  The  first  form  is  raised  sixteen 
inches  from  the  floor,  so  that  the  children  are 
not  required  to  tire  their  necks  in  looking  up 
at  the  teacher.  From  this  each  tier  rises  just 
enough,  (say  six  inches)  to  allow  those  in 
the  rear  to  see  over  the  heads  of  those  in 
front.  The  following  sectional  view  will  give 
the  dimensions  necessary  for  constructing  them. 
Where  the  theatre  form  cannot  be  used,  the 
same  style  and  size  of  bench  will  be  applicaole 
to  the   straight   line  of  seats. 


226 


OUR   SUNDAY   SCHOOL. 


r^ 


SECqCIONAL   VIEW   OF   INFANT   CLASS   SEATS. 

The  figures  on  the  plan  show  the  dimensions 
in  inches. 

If  the  back  of  the  seat  is  hollowed  out,  as 
described  in  the  Booth  seat,  it  will  very  much 
add  to  their  comfort.  Where  a  special  room 
cannot  be  devoted  to  the  infant  class,  be  sure 
and  have  some  arrangement  of  crickets  like 
that  descibed  in  the  first  part  of  this  chapter. 
It  is  impossible  to  have  a  sucessful  infant  class 
unless  the   children   are  made   comfortable. 


CHAPTER  XIV. 


STRAY  HINTS. 


MAN  has  a  locomotive  engine  which  is 
finely  finished,  and  securely  housed. 
Now  and  then  he  oils  it,  and  paints  it, 
and  rubs  up  the  brasses  until  they  shine 
again.  Once  or  twice  a  year  he  takes 
it  from  its  shed,  and  lets  it  run  for  a  few 
miles.  But  the  pistons  have  not  worn  smooth, 
•  while  the  axles  are  yet  rough,  and  the  inist, 
in  spite  of  all  his  attention,  has  formed  in  un- 
noticed crevices,  and  the  machine  is  rheumatic 
and  stifi".     It  does  not  run  easily. 

Supposing  the  owner  comes  to  j^ou  with 
groans  and  sighs,  asking  what  more  he  can  do 
to  his  engine  to  make  it  run?   He  has  watched 


227 


!2J8  OUll   SUNDAY    SCHOOL. 


over  it  with  tender  solicitude ;  never  let  it  out 
on  a  damp  dsLj,  and  never  after  dark ;  but  still 
it  will  not  run  as  fast  as  the  old,  travel-stain- 
ed public  engines.  You  would  tell  him  to  run 
his  engine  in  fair  weather  and  foul,  and  it  will 
work  itself  into  good  condition  without  further 
trouble  on  his  part. 

Now  many  young  Christians  are  like  such 
engines.  They  are  stiff  and  rusty.  They  are 
much  prayed  over  —  which  is  good,  and  at 
which  I  do  not  cast  a  slur ;  but  they  are  not 
worked  enough  to  keep  their  moral  joints  in 
order.  There  are  more  swords  that  rust  out, 
than  are  broken  in  the  strife  of  battle.  There 
are  many  young  converts  who  are  stunted  by 
lack  of  healthy  exercise.  The  Sunday  school 
is  just  the  course  for  them  to  run  on,  to  ac- 
quire this  moral  strength. 

The  Sunday  school  should  be  used  more  as 
a  g3^mnasium  for  the  development  of  moral 
muscle  among   the   young.     One  reason  why  in 


STRAY    UINTS.  229 


great  revivals  so  many  backslide,  is  that  they 
are  received  into  the  church  with  considerable 
commotion,  amidst  many  prayers,  and  some 
excitement.  Then,  among  the  multitude,  some 
are  forgotten.  But  little  care  or  attention  is 
given  them,  and  they  suffer  a  relapse.  The 
physician's  work  is  not  over  when  he  pronounc- 
es his  fever  patient  oat  of  danger.  The  hours 
of  convalescence  are  fraught  with  peril.  An 
unnoticed  draught,  or  too  long  visit  from  a 
friend,  or  a  sudden  excitement,  may  undo  all 
the  good.  So  a  3'Oung  convert  must  be  care- 
fully watched.  He  must  have  tender  nursing, 
nutritious  food,  and  gentle'  exercise,  to  acquire 
health.  He  must  do  something,  and  in  this  way 
"  work  out  his  own  salvation." 

The  vndow's  cruse  is  still  in  existence.  No 
one  can  try  to  benefit  his  fellow-men  without 
receiving  tenfold  more  than  he  gave  —  though 
not  from  man.  A  faithful  teacher  in  the  Sun- 
day School  learns  more  than  he  imparts. 


230  OUR    SUNDAY    SCHOOL. 


The  Sunday  School,  therefore,  is  exactly  the 
place  m  which  to  put  people  to  work.  Chris- 
tians should  see  that  its  vast  benefits  in  this 
respect  are  secured  for  the  improvement  of  the 
church.  Start  the  young  men  either  as  students 
in  Bible  classes  or  as  teachers.  If  as  students, 
let  them  occasionally  lead  in  praj^er,  or  have 
some  active  duties^  in  visiting  the  scholars  or 
in  gathering  in  pupils.  If  they  are  competent, 
give  them  a  class.  Let  them  feel  the  re- 
sponsibility of  their  position  as  teachers.  Urge 
them  to  attend  all  the  meetings,  that  they  may 
be  surrounded  by  a  religious  atmosphere.  As 
in  spring-time  tendor  plants  are  started  under 
cover,  surrounded  by  glass  and  warmth,  until 
they  are  strong  enough  to  endure  the  chance 
frosts  of  out-door  existence ;  so  the  young  con- 
vert should  be  encom-aged,  shielded,  and 
strengthened  by  all  the  power  of  the  church 
until  he  can  withstand  the  temptations  of 
daily  life.  This  is  the  object  of  the  church 
organization. 


STRAY    HINTS.  231 


Thus  the  church  and  the  school  are  one, 
and  should  be  more  clearl}^  united  in  the 
minds  of  the  congregation.  The  school  is  not 
a  parasite,  but  an  important  member.  The 
church-members  should  be  kept  informed  of  the 
condition  of  the  school,  and  assume  the  re- 
sponsibility of  it.  This  is  not  a  useless  truism, 
for  it  is  seldom  that  the  congregation  visit  the 
school  to  see  how  it  is  conducted.  Parents 
frequently  —  even  generally  —  send  their  chil- 
dren year  after  year,  without  putting  foot  into 
the  school  to  see  what  or  how  they  are  taught. 

A  story  went  the  rounds  of  the  papers  some 
years  ago,  of  a  man  who  wils  raising  a  pair  of 
colts.  He  boarded  them  at  ^  farmer's,  some 
two  miles  distant,  who  was  charged  to  take 
the  best  of  care  of  them,  as  they  were  of  a 
fine  breed,  and  if  properly  trained  would  make 
a  valuable  span.  Every  week  the  owner  drove 
around  to  see  that  they  were  well  cared  for, 
and  often  took  friends  with  him  to  show  them 
what  a  magnificent  span  he  would  soon  have. 


2o2  OUR    SUNDAY    SCHOOL. 


This  gentleman  was  the  father  of  two  bright 
boys,  whom  he  sent  to  school  for  two  years 
within  half  a  mile  of  his  house.  But  he  had 
never  sufficient  time  to  call  at  the  school,  had 
never  conversed  with  the  teacher  concerning 
them,  and,  indeed,  was  entirely  ignorant  of 
his  children's  course  of  instruction. 

How  many  readers  have  done  better  in  re- 
gard to  their  children  at  the  Sunday  School? 
We  all  neglect  our  duties,  but  have  a  vague 
>dea  that  others  do  better.  Pastors  should 
force  the  Sunday  School  on  the  attention  of  the 
church.  Have  parents  and  friends  frequently 
invited  from  the  pulpit  to  attend  as  spectators. 
Preach  upon  ^,  use  it  in  illustrations,  and 
show  that  it  is  not  an  inferior,  but  merely  a 
dift'erent  branch  of  the  church. 

John  Wesley,  who  established  many  Sunday 
Schools  in  his  day,  wrote  in  his  diary  July 
18,  1784,  "  I  find  these  schools  springing  up 
wherever  I  go.      Perhaps   God    may    have    a 


STRAY    HINTS. 


deeper  end  therein  than  men  nre  aware  of. 
Who  knows  but  some  of  these  schools  may  be- 
come nurseries  for  children?" 

Thej''  have  long  outstripped  Wesley's  fondest 
dreams,  and  are  yet  but  in  their  infancy. 
Those  who  have  given  their  attention  to  tlie 
subject  are  fast  becoming  convinced  that  God's 
plans  with  them  are  far  beyond  what  has  been 
conceived.  They  have  already  begun  to  be  the 
parents  of  churches,  instead  of  the  offspring. 
If  the  salvation  of  the  world  is  to  be  attained 
chiefly  by  any  one  agency,  the  Sundaj^  School 
is  the  strongest  arm  yet  raised  for,  its  accom- 
plishment. 

Hence,  what  are  the  duties  of  the  church  to 
the  Sunday  School?  What  present  difficulties 
can  she  alleviate? 

In  the  first  place,  there  should  be  a  more 
systematic  provision  for  the  pecuniary  wants 
of  the  school.  The  minister's  salarj^  is  defin- 
itely  set,    and,  theoretically   at   least,  properly 


234  OUR    SUNDAY    SCHOOL. 


raised.  Tlie  music  has  a  certain  sum  appropri- 
ated for  it,  and  the  sexton  knows  what  he  is 
to  receive.  But  the  Sunday  Schoolis  an  un- 
provided-for  child,  only  too  frequently  cut  off 
with  a  shilling.  Let  it  be  treated  as  a  dutiful 
child  should  be,  and  in  the  amount  to  be  rais- 
ed for  the  year,  let  its  necessities  be  consid- 
ered. Appropriate  what  the  school  will  re- 
quire, or  what  the  church  can  give.  If  it  is 
only  one  dollar  that  can  be  spared,  appropri- 
ate it,  and  let  the  superintendent  and  teach- 
ers be  allowed  to  decide  how  it  shall  be  ex- 
pended. Thus  they  will  feel  that  they  are  not 
forgotten.  In  most  churches,  after  long  wait- 
ing, the  teachers,  with  great  humility,  as 
though  asking  a  personal  gift,  sue  for  a  collec- 
tion. 

"  Touch  a  man's  pocket,  and  you  prick  his  heart." 

Teachers  know  that  the  collection  yields 
about  half  enough  to  pay  existing  debts,  and 
they  have  to   supply  the   deficiency.     Teachers 


STRAY   HINTS.  235 


arc  not  usually  from  the  wealthier  part  of 
the  congregation,  yet  they  ordinarily  have  to 
support  the  school.  It  is  a  shame  that  the 
efficiency  of  our  schools  should  so  often  be 
cramped  for  want  of  means.  Let  the  heathen 
go  barefooted  a  little  longer,  if  necessarj^, 
that  the  Christian  heathen  may  be  taught  at 
least  morality.    You  who   are  piously  praying 

for  the  Sunday  School,  and  the  spread  of  the 
Gospel,  see  to  it  that  your  right  hand  sec- 
onds your  prayers.  We  find  in  "  Life-Thoughts" 
that 

*'  It  is  not  -well  to  pray  cream,  and  live  skim  milk.'* 

It  is  well  to  have  a  semi-annual  Sunday 
School  meeting,  at  which  a  report  fi'om  the 
school  will  be  presented  to  the  church.  It 
keeps  up  an  interest  in  the  school,  inspires 
anew  the  teachers,  and  shows  the  children 
that  the  church  really  takes  a  thought  for 
their  prosperity. 


236  OUR   SUNDAY    SCHOOL. 


In  larg_e  and  wealthy  churches,  I  am  in- 
clined to  think  it  would  be  wise  to  have  the 
entire  services  of  a  competent  man  as  super- 
intendent, or  rather  as  children's  pastor — 
paying  him,  if  necessary,  a  suitable  salary. 
The  minister  would  find  him  a  most  useful 
colleague,  and  the  labors  of  an  energetic  man 
could  be  well  employed  in  attending  to  the  du- 
ties  of  a  city   school. 

Last  Sunday  I  visited  a  school  in  New 
York,  where  the  superintendent  told  me  that 
for  seven  years,  at  every  communion  Sabbath 
but  one,  there  had  been  members  of  the 
school  who  united  with  the  church.  Once 
there  were  *  twenty-four,  and  frequently  there 
were  seven  and  eight.  How  many  ministers 
have  been  as  highly  blessed?  This  glorious 
result  is  due,  under  God,  to  the  superinten- 
dent. His  piety,  zeal,  and  ability  in  gather- 
ing, interesting,  and  instructing  the  young, 
and  his    skill  in    selecting    teachers    and    in- 


STRAY    UINTS.  337 


spiring  them  to  persevere,  have  made  him 
God's  instrument  in  accomplishing  the  work. 
He  accepts  no  teachers  who  will  not  pledge 
themselves  to  attend  the  teachers'  meetings. 
He  inter<?sts  the  church  in  the  school,  and 
makes  them  co-workers.  Such  a  course  re- 
quires force  of  character,  skill,  labor,  and 
time.  Few  can  devote  so  much  attention  to 
the  object  gratuitously,  and  consequently  the 
fruits  are  proportionately  less.  This  matter  is 
worthy   of  serious   consideration. 

In  this  connection  a  few  words  on  the 
tenure  of  the  superintendent's  oflQce  may  be 
useful.  It  is  not  unfrequent  that  some  very  * 
noble  man,  but  inefficient  administrator,  holds 
some  responsible  office  in  the  school.  He  may 
not  realize  his  imperfections  sufficient!}^  to  re- 
sign at  the  proper  time ;  for,  as  has  been 
observed,  "  resignation  is  not  a  common  vir- 
tue of  office  holders."  It  would  break  his 
heart  to  be   ejected,   and   probably   lead   to    a 


238  OUll   SUNDAY   SCHOOL. 


church  quarrel  of  years  duration.  No  one  is 
willing  to  incur  the  odium  of  opening  hos- 
tilities, and  therefore  the  matter  goes  on, 
the  interest  of  the  school  suffering  according- 
ly. 

The   school  should  be   an  organized  societj^, 

with  its  constitution  and  by-laws.  All  the 
offices  should  be  filled  for  merely  one  year. 
No  officer  should  be  elected  for  the  same 
post  for  a  second  term,  on  less  than  a  two- 
third  vote,  and  should  not  be  elected  for  more 
than  five  successive  terms.  After  one  has 
been  in  such  an  office  for  five  years,  he  is 
very  apt  to  have  constructed,  as  it  were,  a 
railroad  of  conduct  on  which  he  runs  with 
unvarying  sameness.  A  year's  recess  will 
give  time  and  opportunity  to  look  up  new 
plans  and  improvements,  and  to  see  the 
working  of  his  successor's  method.  I  thinli 
this  a  very  important  matter,  as  it  is  often 
only   in    some    such    way,   that   a  faithful   but 


STRAY    UlNTS.  239 


injudicious  oflQcer,  can  be  laid  aside  or  trans- 
ferre(>  to  a  more  appropriate  position,  and 
only  by  this  yearly  ele<!l;ion,  that  a  really 
able   officer  can  be   assui'ed   of  his  popularity. 

All  schools  should  be  Mission  Schools, 
where  the  poor  and  rich  meet  together.  A 
celebrated  New  York  school  has  the  poor 
childi'en  meet  in  a  separate  room.  It  Ib  so 
skilfully  managed  that  the  school  do  not  re- 
alize it,  but  the  system  is  bad.  This  is  ob- 
vious. It  is  not  necessary  for  a  mistress 
and  her  maid  to  be  in  the  same  class,  but 
each  should  hold  an  equal  position  in  the 
school. 

Sunday  School  duties  do  not  cease  with  the 
Sabbath  any  more  than  do  the  pastoral  ob- 
ligations. Keep  a  careful  watch  over  the 
scholars .  during  the  week.  I  have  known  of 
teachers  who  made  their  exercises  so  inter- 
esting that  they  were  able  to  draw  together 
the  class  on   Wednesday  evening.     Sometimes 


240  OUR   SUNDAY    SCHOOL 


one  can  collect  a  class  on  a  week-day  which 
cannot  be  gathered  on  Sunday.  K^ep  a 
watch  for  such  opportunities.  The  harder  you 
work,  the  more  interested  jo\i  will  become, 
and   the  easier   will   be   the   labor. 

A  visitor  should  at  once  be  made  to  feel  at 
home,  and  urged  to  attend  frequently.  This, 
however,  is  so  universally  done,  that  it  does 
not  require  enlarging  upon.  I  have  found  that 
in  a  Mission  School,  a  good  way  to  inculcate 
habits  of  politeness,  is  to  appoint  one  of  the 
larger  boys  as  an  usher,  to  escort  visitors  to 
their  seats,  and  supply  them  with  singing- 
books.  The  usher  is  considered  and  treated 
as  one  of  the  officers  of  the  school.  It  may 
be  well  to  observe  the  "  rule  of  rotation  in 
office.'* 

In  these  days  of  hurry  and  bustle,  when 
books  of  advice  have  to  be  written  with  al- 
most   telegraphic  terseness,  if  they  are    to  be 

! 


i 


STRAY    UINTS.  241 


read,   it  is   imi^ossible   to    devote   much    space 
to    discussing   contested    points    of  policy.     In 
this  series  of  essaj^s  I  have  given  merely  -what 
has  seemed   to  me,  to    be   the    best   coui-se    to 
pursue.     I    have   received    many   letters,   some 
opposing  m}^  views.     As   I    carefuU}^   reviewed 
these   pages  for  publication,  I    do   not   see   the 
necessity   of  any  essential  modifications.     They 
are     but    the    guide    which    controls   my    own 
course  of  conduct  week  after  week  in  the  man- 
agement  of  my   Mission   School,   and    so    far, 
I   have   found  them   suflScient.     Still,  they   are 
but    a   single   individual's   opinion,  from   which 
each  reader    can    accept  or  reject   what    seems 
best. 

If  I  can  but  induce  teachers  to  expend 
more  thought  and  labor  in  preparing  for  their 
classes ;  if  I  can  remind  them  not  to  neglect 
their  pupils  during  the  week ;  if  I  can  help 
Hiem  over  a  few  rough  places,  or  bestow  a 
little  encoui'agement  where  before  was  despond- 
ency,  I   shall  be   satisfied. 


242  OUR   SUNDAY    SCHOOLS. 


And  you,  parents,  who  are  retying  so  much 
on  the  Sunday  School  for  the  moral  culture 
of  your  children,  help  Its  prosperity  by  your 
own  exertions  in  influence,  labor,  and  money, 
and  thus  hasten  that  glad   day  when — 

"  They  shall  teach  no  more  every  man  his 
neighbor,  and  every  man  his  brother,  saying, 
Know  the  Lord,  for  they  shall  all  know  me 
from  the  least  of  them  to  the  greatest  of 
them." 


INDEX. 


Absence,  Tnjurious  results  of, • 19 

Adams,  (Rev.  J.  L.)  labors  of, 16 

Addresses,  how  long  they  should  be, 113 

character  of, 117 

criticism   on, 164 

directions  for, 166 

errors  of, 167 

adaptation  of,... 169 

brevity  in,  171 

asking  questions  in, 172 

easy  to  acquire  ability  to  make 174 

injury  of  stupid, 174 

Aisles,  dimensions  of  the 222 

Anecdotes,  "  culture  of  great  men," 9 

of  Rev.  J.  L.  Adams, 16 

•♦Mike  and  his  kettle,". 19 

of  a  New  York  school 23 

of  mission  school, 38 

*'  the  quaker  and  the  organ," 53 

of  Texas  boys, 57 


244  INDEX. 

Anecdote  (continued)  of  the  child's  Sunday 59 

"  Dr.  Bellamy  on  fishing," 84 

of  Haydn 115 

of  Mr.  M.'s  speech 117 

"stone  Gals," 126 

**  the  woman's  rights  meeting," < 134 

of  Rev.  Dr.  L, 136 

"  who  made  you  " 146 

"Susie's  criticism" 163 

**  synonym  of  synopsis," 167 

of  cats*. 172 

"who  was  Peter?" 173 

"  the  easier  chapter," 184 

"thank  you  for  snow," 194 

"Fur  off," 199 

"shooting  jokes," 201 

Attention,  how  to  gain  the,  of  the  class 65 

Attractions,  various, 26 

Benevolent  Association,  formation  of, 110 

Bible  Classes,  chapter  on,.., 195 

lack  of  adult 396 

how  to  secure, 197 

teachers  for  the, 199 

classification  of  the 200 

divers  modes  of  instructing, 203 

Books,  See  ''Libraries." 

Catalogue  of  books 101 

Catechumens,  the 10 

Charities,  how  to  award 110 


INDEX.  245 

Children,  treatment  of  degraded 62 

our  duty  towards, 82 

on  making  them  happy, 120 

how  to  quiet  small, .131 

Choir,  formation  of  the  children's 81 

Church,  how  to  interest  the,  in  the  school, 107 

duties  of  the,  towards  the  school, 233 

Class  Books,  use  of, 47 

Classes,  arrangement  of, 46 

size  of, 47 

chapter  on 59 

two  kinds  of 60 

use  of  question  books  in  the 69 

a  mode  of  entertaining  the 70 

what  to  teach  the 71 

how  to  admit  pupils  to  the 72 

See  ALSO  "infajjt  class." 

Classification  of  the  Bible  class, 200 

Commentaries,  use  of,  in  Bible  clasees, 208 

Contributions,  those  of  the  children 108 

best  mode  of  using  the, ■> 109 

how  to  stimulate, 109 

vague  idea  of  the  children  concerning, Ill 

Discipline,  requisite 40 

the  Superintendent's  duty, 41 

chapter  on, 141 

theory  of, 142 

corporial  punishment, 144 

power  of  love  in, « 147 


246  INDEX. 

Discipline,  (continued)  the  "  Legion  of  Honor,"  ., .154 

how  to  cure  the  sulks, 159 

the  poetical, 186 

Discouragement,  concerning  teacher's, 119 

no  necessity  foi%  , 137 

Doctrinal  Points,  on  teaching, 137 

Doorkeeper,  necessity  of  a, 57 

Entertainment,  when  to  attempt, 66 

Essays,  use  of,  in  the  Bible  class, S.10 

Example,  power  of, 135 

power  of, 213 

Exercises,  order  of 54 

in  infant  class 185 

Exhibition,  that  of  the  magic  lantern, - 26 

Festival,  the  gingerbread, 22 

Forms,  for  library  boards, 95 

for  library  cards, 98 

for  teachers'  reports, 158 

Germany,  first  schools  in, .».:   10 

Gifts,  how  to  regulate, -  28 

to  the  infant  class, 193 

Government — see  "Discipline,"...., 

Hints,  chapter  of, 227 

History,  of  the  rise  of  Sunday  schools, 10 

Hymns,  how  to  give  out, 57 

Illinois,  labors  of  Dr.  Adams  in, - 16 

Illustrations,  teach  by, 126 

how  to  use 128 


INDEX.  247 

Illustrations,  (continued)  nature  of  the, 128 

how  to  originate 130 

use  of  models  in, 190 

Infant  Class,  chapter  on, 179 

character  of  the, 179 

scholars  in  the, 180 

room  for  the, 180 

superintendent  of, 182 

opening  exercises  of 183 

mode  of  instructing 185 

restlessness  in  the, 187 

use  of  models  in  the, 192 

library  book  in  the, 193 

plan  of,  224 

Introduction,  the 3 

John  Wesley,  labors  of, 15 

Kindness,  power  of, 141 

Lancaster,  (Joseph)  labors  of, 13 

Lee  Avenue  School,  benevolent  plans  of  the, Ill 

Legion  of  Honor,  to  have  books 94 

formation  of  the, 154 

Lessons,  chapter  on, 59 

two  modes  of  conducting, 60 

preparation  of  the, 67 

use  of  question  books  in  the-, 69 

have  them  thoroughly  learned, 71 

nature  of, 71 

the  infant  class, 187 

LzBBABLiN,  man  required  for  a, 103 


248  •  INDEX. 

Libraries,  chapter  on, 84 

use  of, 85 

nature  of  the  books  in  the 86 

how  to  use  the, 92 

how  to  preserve, 94 

plans  for  keeping  the  account  of, 95 

catalogue  of, 101 

rules  of  the, 102 

LiNDSEY,  (T.)  institutes  schools  in  Catterick 11 

Martin  Luther,  institutes  a  school 10 

Massachusetts,  first  school  in, 14 

Mechanical  Part  of  a  School, 31 

Methodists,  activity  of  the 16 

Mischief,  how  to  prevent 44 

Mission    Schools,  room  for, 20 

libraries  for, 93 

Missionary  Sunday,  chapter  on 104 

Models,  use  of  in  infant  classes 192 

Monthly  Concert,  chapter  on, 104 

advantages    of, 105 

evening  sessions, 106 

in  mission  schools, ...    107 

exercises  of  the, 113 

addresses  at, 113 

programme  for, 115 

length  of, 116 

Morality,  when  to  teach, 63 

Music,  all  must  join  in  the, 73 

chapter  on, 77 

character  of  Sunday  school, 77 


INDEX.  249 

Music  Books,  the  children  purchase 112 

New  York,  first  school  in, 14 

Obedience,  the  first  lesson, 39 

necessity  of  prompt, 148 

how  to  secure, 149  ' 

power  of  example  in  securing, 151 

Orders,  how  they  should  be  given 37 

Paris,  schools  in, 12 

Parents,  duties  of,  toward  the  Bible  class, 212 

what  is  asked  of, 213 

Pastor,  duties  of  the,  towards  the  school, 34 

general  labors  of  the 35 

a  children's  for  the  Sunday  school, 236 

Picture  Teaching,  remarks  on, 190 

Pittsburg,  first  school  in, 41 

Politeness,  our  modern, 161 

our  aim, 162 

Prater,  by  whom  to  be  offered, 42 

at  the  opening  of  school, 95 

duty  of, C8 

Precentor,  duties  of  the, 79 

Preparation  of  the  lessons, 67 

Punishment,  the  practical, 186 

see  "Discipline," 

Punctuality,  necessity  of, 73 

Question  Books,  the  subjects  of, 69 

Questions,  on  asking 172 

for  the  Bible  Class 205 


• 


• 


250  INDEX. 

Reports,  on  library  books  out, 102 

form  for  monthly, 1^8 

Restlessness,  haw  to  prevent, 187 

Rewauds,  how  to  regulate, 23 

Robert  Raikes,  originates  a  Sunday  Bohool , 12 

Roll,  calling  the, 41 

Rome,  schools  in,  — 12 

RoxBURY,  the  first  school  at, 10 

Scripture,  how  to  read  the  in  school , 54 

selection  of, 54 

passages  of,  for  closing  school, 57 

reciting, 114 

selections  of  passages  of, 184 

Scholars,  how  low  ones  must  be  appealed  to, 62 

what  to  teach, 71 

how  to  admit  them  to  the  class,  72 

must  be  urged  to  sing 73 

must  be  visited, 74 

what  books  to  provide  them  with, 93 

how  to  receive, 182 

honorable  dismission  of, ....  • 197 

Seats,  chapter  on, 215 

false  floors  for 215 

the  rail  road, 21G 

desideratum  in, 217 

circular, 217 

engraving  of  circular, 223 

the  Booth  seat, 218 

engraving  of  the  Booth, 219 


•• 


INDBX.  251 

Seats,  (continued)  how  to  construct  the  backs  of 221 

noiseless  chairs, 222 

infant  class, 225 

plan  of, 226 

Service,  form  of,  for  children, f^2 

Simplicity,  necessity  of,  in  teaching, 171 

Society  for  promoting  S.  S.  organization  of, 13 

Speaking  to  Children,  chapter  on, 163 

see  also  "Addresses," 

Stories,  see  *'  Illustrations," 

?ULKiNESS,  how  to  eradicate 159 

Sunday  Schools,  origin  of, 10 

European, 10 

numbers  in  the, 15 

distinctive  character  of, , 18 

how  to  prevent  damage  to  the, 21 

buildings  of, 21 

how  to  draw  children  to  the, 22 

necessity  of  making  them  entertaining, 26 

variety  required  in  the, 29 

mechanism  of  the, 32 

duties  of  the  pastor  towards  the, 34 

administrative  power  in  the, 37 

calling  them  to  order - 49 

formal  exercises  of  the 40 

general  atmosphere  of  the 06 

how  to  interest  the  church  in  the,... 112 

money  required  for  the,  112 

their  use  as  gymnasiums, 228 

should  be  united  to  the  church, 231 


252  INDEX. 

Sunday  Schools,  (continued)  pecuniary  provisions  for,  233 

should  be  organized  societies, 238 

should  be  mission  schools, 239 

see  also  "  Mission  Schools." 

Sunday  School  Union,  organization  of  the  American,. . . .  15 
organization  of  the  New  York 15 

Superintendent,  labors  of  the, 20 

regulating  duties  of  the, 31 

administrative  ability  in  the, 33 

his  duties  in  discip  ine, 41 

how  he  supplies  classes, 44 

duties  of  the,  towards  teachers, 48 

what  may  be  accomplished  by  a, 236 

tenure  of  his  office 337 

Tardiness  of  teachers, 41 

Teachers,  number  of,  required 18 

effects  of  the  absence  of, 19 

example  of  the,  42 

rights  of,  in  their  classes, 43 

must  study  their  classes, 62 

must  gain  the  affection  of  their  classes, 64 

their  preparation  of  the  lesson 66 

female,  the  most  successful, 68 

their  duty  to  be  punctual, 73 

must  see  that  all  sing, 73 

must  visit  their  pupils, 74 

chapter  to, 121 

should  not  be  urged  to  join  the  school 123 

one  reason  for  popularity 124 

manners  of, 153 


INDEX.  263 

Teacheus,  how  to  teach 136 

must  regard  a  parent's  scruples 136 

must  inspire  affection,  136 

must  not  expect  much  success, 137 

feelings  which  should  actuate, 139 

must  not  neglect  their  own  children • 146 

notice  the  children  in  the  streets, 101 

duties  of,  not  confined  to  Sunday, 239 

Teachers'  Meetings,  use  of, 133 

rules  at, 134 

Todd,  (Dr. )  his  woi'k  on  Sunday  schools, 197 

Treatment,  of  degraded  children, 62 

Ushers,  use  of, 240 

Visitors,  reception  of, 240 

Visiting,  manner  of, 75 

Vienna,  schools  in, 12 

Ventilation,  remarks  on 181 

Variety,  necessity  of, 29 

remarks  on, 116 

Vandalism,  how  to  prevent, 21 

Wesley,  his  predictions  about  the  Sunday  school, 232 


CATALOGUE   OF  BOOKS 

PUBLISHED  JlND  FOR  SALE  BY 

HENRY     HOYT, 

No.  9  Comhill,  Boston. 


PICTORIAL  CO^■CORDANCE  of  the  Holy  Scrip- 
tures, with  Chronological  Tables,  etc.  By  Rev. 
John  Brown  _  ,...1  00 

MILLENNIAL  EXPERIENCE,  or  the  Will  of  God 
known  and  done  from  moment  to  moment.  Illus- 
trated from  the  Bible  and  the  lives  of  eminent 
Christians 1  25 

THE  HIGHER  CHRISTIAN  LIFE.  A  volume  of  re- 
ligious experience.  Illustrated  by  sketches  from 
history  and  from  life 1  25 

THE  HARVEST  WORK  OF  THE  HOLY  SPIRIT, 
Illustrated  in  the  Evangelist  Labors  of  Rev.  Edw. 
Payson  Hammond,  in  Great  Britain  and  Amer- 
ica.   By  Rev.  P.  C.  Headley 1  00 


CATALOGUE  OF  BOOKS. 


SONGS,  for  Social  and  Public  Worship  ;  containing 
over  300  choice  tunes,  and  1039  hymns — the  best 
work  extant 1  00 

THE  STORY  OF  A  POCKET  BIBLE,  An  autobio- 
graphy of  the  book  itself,  "with  ten  splendid  Illus- 
trations      95 

THE  OLD  RED  HOUSE.  By  the  author  of  Capt. 
Russel's  Watchword,  Ellen  Dacre,  etc.  One  of  the 
ablest  productions  of  this  popular  writer.    Illust.    95 

BERNICE,  The  Farmer's  Daughter 85 

THE  MOTHERS'  MISSION,  or  more  properly  tne 
Model  Mother.  A  Narrative  Work  of  uncom- 
mon interest  and  power.    12mo.    Illustrated....     80 

ONLY  A  PAUPER.  A  work  of  graphic  interest. 
Illustrated 80 

OPPOSITE  THE  JAIL.  By  the  author  of  the  Child 
Angel,  etc.  A  narrative  work  of  great  power  and 
interest.     12mo.     Illustrated SO 

PALISSY,  THE  HUGUENOT  POTTER.  A  Historic 
Tale.    12mo.    Illustrated... 80 

CAPT.  RUSSEL'S  WATCHWORD.  Combining  rare 
elements  of  interest  and  power.  A  book  for  boys. 
Fully  illustrated.     12mo SO 

STRAIGHT  FORWARD,  or  Walking  in  the  Light. 
By  Lucy  E.  Guernsey,  author  of  Irish  Amy,  Ready 
Work,  etc.     Illustrated w,,, 80 


CATALOGUE  OF  BOOKS. 


WORKING  AND  WINNING,  or  the  Deaf  Boy's 
Triumph 80 

CLIMBING  THE  MOUNTAIN,  or  how  I  rose  in  the 
■world.  By  the  author  of  Old  Red  House,  Capt. 
Russel's  Watchword,  Ellen  Dacre,  etc.  Illustrated.    80 

ELLEN  DACRE,  or  Life  at  Aunt  Hester's.  By  the 
author  of  Capt.  Russel's  Watchword.    Fully  illust.    80 

SEQUEL  TO  TIM,  THE  SCISSORS-GRINDER.  By 
Mrs.  Madeline  Leslie.      Beautifully  illustrated 80 

TALES  FROM  THE  BIBLE.  First  Series.  By  Rev. 
Wm.  M.  Thayer,  author  of  Poor  House  to  the  Pul- 
pit, Poor  Boy  and  Merchant  Prince.  Beautifully 
illustrated 80 

THE  LOST  WILL.  By  Mrs.  A.  E.  Porter.  This  work 
had  its  origin  in  facts  which  took  place  in  New 
England.      Illustrated 80 

NOONDAY.  By  the  author  of  Capt.  Russel's  Watch- 
word, and  the  Old  Red  House 7j 

TBI  THE  SCISSOR-GRINDER,  or  Loving  Christ 

and  Serving  Him.     Illustrated 75 

PIETY  AND  PRIDE.    An  historic  tale.    Illustrated.    75 
WILL  COLLINS,  or  the  Way  to  the  Pit.      By  Miss 
H.  B.  McKeever,  author  of  Edith's  Ministry,  Sun- 
shine, etc.    Illustrated 75 

'the  organ  GRINDER,  or -Struggles  after  Holi- 
ness. By  Mrs.  Madeline  Leslie,  author  of  Tim  the 
Scissors-Grinder,  Seqnel  ta  Tim,  &C'    Illustrated.    75 


CATALOGUE  OF  BOOKS. 


THE  SOLDIER'S  RETURN.    lUus 70 

ANTOINETTE.  The  original  of  the  Child  Angel. 
By  the  author  of  Opposite  the  Jail.    Illustrated. . .    75 

THE  DRUNKARD'S  DAUGHTER.  By  the  author 
of  Ellen  Dacre,  Capt.  Russel's  Watchword,  Old 
Red  House,  Blind  Ethan,  etc.     Illustrated 70 

LELIA  AMONG  THE  MOUNTAINS.  A  splendid 
Juvenile,  with  ninety-four  illustrations 65 

DAISEY  DEANE.    By  the  author  of  Grace  Hale.  Il- 
lustrated       65 

GUYON'S  LETTERS.  Translated  by  Mrs.  Prof. 
Upham.     16rao.     Illust 60 

THE  FLOUNCED  ROBE  AND  WHAT  IT  COST. 
By  Miss  H.  B.  McKeever,  authoress  of  Will  Col- 
lins, etc.  A  book  of  surpassing  interest  and  power. 
12mo.     184  pp.    Illust 60 

THE  LITTLE  MOUNTAIN  GUIDE,  or  How  to  be 
Happy.     18mo.     Illustrated 50 

THE  GOLDEN  MUSHROOM.  By  the  author  of  the 
Watercress  Sellers.    Illustrated 50 

THE  SUNBEAM,  and  other  Stories.  Beautifully  il- 
lustrated       50 

UNCLE  JABEZ,  or  the  History  of  a  Man  whose  Boy- 
hood was  spent  in  the  School  of  Adversity.  Six 
illustrations 50 

HANNAH  LEE,  or  Walking  in  the  Light .  Illust ....     50 


CATALOGUE  OF  BOOKS. 


LIEUTENANT  MESSINGER.    Illus 50 

LITTLE  ONES  IN  THE  FOLD.    By  Rev.  Edward 
Payson  Hammond. 50 

SimLITUDES.     By  Miss  Lucy  Larcom,  a  writer  of 
rare  excellence.    Illustrated 50 

THE    CONQUERED  HEART.     By  the  author  of 
Hemlock  Ridge,  Robert  Walton,  etc.    Illustrated.. .    45 

JOHNNY  McKAY,  or  the  Sovereign.    18mo.  Illust.    45 

SOPHIE  DE  BRENTZ,  or  the  Sword  of  Truth.     By 
the  author  of  Hillside  Farm.     Illust 45 

LITTLE  MAY,  or  of  What  Use  am  I?    Illustrated.    45 

ROBERT  WALTON,  or  the  Great  Idea.    Illustrated.    45 

THE    FACTORY  GIRLS.      A  touching   narrative. 
Fully  illustrated 45 

MOORCROFT  HATCH.    By  A.  L.  0.  E. ,  one  of  the 
most  gifted  writers  of  the  age 45 

PETE,  THE  CUNNER  BOY.  By  Grandmother  Hope. 
Illustrated 45 

CHARLEY  ADAMS,  the  Morning  Laborer.    Illus.   .    40 

THE  BEGGAR'S  CLOSET,  and  What  it  Contained. 
Illustrated 40 

ADDIE  ANSLEY,  or  How  to  Make  Others  Happy.  A 
charming  juvenile.      Illust 40 

HILLSIDE  FARM,  or  Home  Influences  Illustrated. 
A  book  for  the  family.    Illus 40 


6  CATALOGUE  OF  BOOKS. 

THE  FAITHFUL  PROMISER,  in  large  type.  A  de- 
votional work  of  great  excellence 40 

GRACE  HALE.     A  book  for  girls.    Fully  illustrated    40 

HEMLOCK  RIDGE,  or  only  Dan.  White's  Son.  18nio 
Illustrated 40 

MACKEREL  WILL,  The  Thieving  Fisher-boy.  Illus.    40 

THE  BOUND  BOY.  By  the  author  of  Tim,  Sequel 
to  Tim,  Prairie  Flower,  etc.     Illus 40 

THE  BOUND  GIRL.  By  Mrs.  Madeline  Leslie, 
author  of  Tim,  etc.    Illus 40 

VIRGINIA,  OR  THE  POWER  OF  GRACE.  A  touch- 
ing narrative  of  a  friendless  orphan  rescued  from 
the  streets  of  New  York.  By  the  author  of  Tim. 
Illus , 40 

JOE  CARTON,  or  the  Lost  Key.  A  book  for  boys. 
Illus 35 

ROSE  COTTAGE.    A  beautiful  juvenile.      Illus....     35 

MILES  LAWSON,  or  the  Yews.    Illus 35 

ROSE  DARLING,  or  the  Path  of  Truth.  By  the 
author  of  Joe  Carton,  Hop-Pickera,  etc.  Beauti- 
fully illustrated 35 

HENRY  MINTURN,  or  my  Dark  Days.  Beautifully 
written  and  fully  illustrated 35 

MATTY  FROST.  A  story  for  girls.  By  the  author 
of  Grace  Hale,  Carrie  Allison,  Our  Father's  House, 
etc.     Illus 35 


CATALOGUE  OF  BOOKS. 


LITTLE  APPLE  BLOSSOM.  By  the  author  of  Car 
rie  Allison,  &c.     Illus 35 

HENRY  LANGDON.  By  Louisa  Paj'son  Hopkins. 
Illus 35 

THE  PRAIRIE  FLOWER.  By  the  author  of  Tim, 
the  Scissors-Grinder.  A  narrative  of  the  tenderest 
interest.    Illust 35 

PLEASANT  SURPRISES.  A  charming  juvenile. 
Illustrated 35 

THE  LITTLE  DRUMMER  BOY.  The  Child  of  the 
Thirteenth  Regiment  N.  Y.  S.  M.  :  his  character  as 
a  Christian  boy,  and  untimely  death.     Illus 35 

STELLA,  OR  THE  PATHWAY  HEAVENWARD. 
By  the  author  of  Opposite  the  Jail,  Young  Sergeant, 
etc.   Illus 30 

SUNDAY  SCHOOL  SPEAKER,  or,  Children's  Con- 
cert. Twelve  numbers— one  for  every  month. 
Each 30 

PAPA'S  LITTLE  SOLDIERS.  By  C.  E.  K.,  author 
of  Grace  Hale,  Conquered  Heai't,  Daisey  Deane,  etc. 
Illus 30 

CARRIE  ALLISON,  or  in  the  Vineyard.  By  the 
author  of  Grace  Hale s 30 

WHY  THE  MILL  WAS  STOPPED,  or  Overcoming 
Evil  with  Good.     Illus 30 

FRANK  TALBOT,  or  Unstable  as  Water.    Illus 30 

GEORGE  ROWLAND,  The  Servant  Boy.     Illus..      30 


8 


CATALOGUE  OF  BOOKS. 


THE  PARISH  HALL,  and  What  Was  Done  There. 
Fully  illustrated .    30 

GRANDMOTHER  TRUE,  or  When  I  was  a  Little 
Girl.    lUus 30 

TEDDY  WHITE,  or  the  little  Orange  Sellers.     Illus..     30 
OUR  DEAR  EDDIE.     A  rare  example  of  piety  in  a 
Sabbath  School  Scholar.    Illus 30 

LOSS  OF  THE  SHIP  KENT,  by  Fire.    A  work  of  * 
thrilling  interest.    Illus 30 

THE  YOUNG  MILLINERS.     A  book  for  girls.  Illus.    30 

THE  POWER  OF  FAITH.  A  narrative  of  Sarah 
Jordan.    Illus 30 

THE  YOUNG  HOP-PICKERS.  By  the  author  of 
Matty  Gregg.     Illus 30 

TAKING  A  STAND.  By  Mrs.  H.  C.  Knight,  author 
of  Hugh  Fisher,  etc.  A  book  for  boys,  and  all 
others  who  tamper  with  Strong  Drink.     Illus 30 

OUR  FATHER'S  HOUSE.    A  sweet  juvenile.    Illus.  30 

ANNIE  LYON,  or  the  Secret  of  a  Happy  Home.  Illus  30 

SOWING  AND  REAPING.    A  book  for  boys.    Illus.  30 
THE  GOLD  DIGGER.     What  he  lost  and  what  he 

failed  to  realize.    Illus 30 

THE  YOUNG  SERGEANT,  or  the  Triumphant 
Soldier.  By  the  author  of  Opposite  the  Jail, 
Antoinette,  etc 30 


CATALOGUE  OP  BOOKS. 


ALICE  HAVEN.    A  book  for  girls.      By  the  author 
of  Grace  Hale,  Carrie  Allison,  etc.    Illus 30 

THE  TELESCOPE.    An  Allegory.    Filled  with  Bible 
truth,  and  clothed  in  beautiful  imagery.    Illus 25 

LEONARD  DOBBIN,  or  the  One  Moss  Rose.    Illus..    25 

KITIY'S  KNITTING-NEEDLES.     A  book  for  girls. 

Illus 25 

THE  FOX  HUNTER.    A  work  of  unspeakable  ralue 

to  disciples.    By  Dr.  Malan 25 

NED,  THE  SHEPHERD  BOY,  changed  to  the  Young 
Christian.     Illus 25 

WILLIE  AND  CHARLIE,  or  the  Way  to  be  happy. 
Illus 25 

JANE  THORNE,  or  the  Head  and  the  Heart.    Illus..     25 
JENNIE  CARTER,  or  Trust  in  God.    By  Catherine 
D.  BeU.    Illus 25 

PHILIP  AND  BESSIE,  or  Wisdom's  Way.   Illus....     25 

THE  SABBATH  SCHOOL  CONCERT,  or  Children's 
Meeting.  Its  History,  Advantages,  and  Abuses, 
■with  approved  mode  of  conducting  it 25 

LEAVING  HOME.  By  the  author  of  Capt  Russel's 
Watchword,  Ellen  Dacre,  Old  Red  House,  Blind 
Ethan,  etc.    Illus 25 

LITTLE  JERRY,  The  Ragged  Urchin,  and  under 
what  Teachings  he  was  Reclaimed  from  the  Street, 
lilos 25 


10  CATALOGUE  OF  BOOKS. 

THE  BELIEVING  TRADESMAN,  an  authentic  story, 
and  a  wonderful  illustration  of  the  power  of  faith. 
It  has  few  parallels  in  history.     Illus 25 

THE  SUNDAY  EXCURSION,  and  what  came  of  it.  A 
timely  work.    Illus 25 

BLIND  ETHAN.  By  the  author  of  Capt.  Russel's 
Watchword.    Illus 25 

ROBERT  RAIKES.  the  founder  of  Sabbath  Schools. 
By  Rev.  Dr.  Cornell.  An  entirely  new  and  original 

work.    Elegantly  illustrated 25 

SONGS  FOR  THE  SUNDAY  SCHOOL  AND  VES- 
TRY  ,....     20 

BENNY'S  BIRDS.    Illus ^ 25 

STOLEN  GOLD  PIECE.    Illus 25 

ALICEFIELD.    Illus  25 

SEALING  THE  SPIRIT 20 

THE  REMEMBERED  PRAYER.  A  charming  juve- 
nile.     Illus 20 

SHIPS  IN  THE  mST.  By  the  author  of  Similitudes, 
etc.      Illus 20 

LAZY  STEPHEN,  and  what  made  him  a  valuable 
Man.    Illus. 20 

THE  LOST  HALF  CROWN.  A  chaxming  juvenile. 
Fully  illustrated 20 

TOM  MATHER  AND  THE  LOST  PURSE.  Reveal- 
ing the  Workings  of  Conscience  in  a  Little  Boy'a 
mind.     Illus 20 


CATALOGUE  OF   BOOKS.  11 

JESSIE  AT  THE  SPRING,  and  Other  Stories.  De- 
signed for  children  and  youth 20 

THE  LIGHTHOUSE  KEEPERS  DAUGHTER.    A 

charming  example  of  Christian  faith  in  a  child.  Ill    20 
WILLIE  WILSON.    A  dear  child  was  Willie.     The 

story  and  its  associations  speak  for  themselves.    Ill    20 
THE  YOUNG  RECRUITING  SERGEANT.  The  mind 
of  a  little  child  sometimes  exercises  a  potential  in- 
fluence over  that  of  an  adult.    Illus 20 

YES  AND  NO.  Two  very  hard  words  to  speak  in 
the  light  of  a  temptation.    Illus 20 

TOM  BRIAN  IN  TROUBLE.  Much  easier  is  it  to 
get  out  of  it.  This  story  is  a  practical  commentary 
on  a  great  truth.    Illus 20 

DREAMING  AND  DOING,  and  Other  Stories.  Great 
truths  in  life  experiences.      Illus 20 

SANCTIFICATION.      By  Rev.  J.  Q.  Adams 20 

THE  HANDCUFFS,  or  the  Deserter.     Illus 15 

THE  LUNATIC  AND  HIS  KEEPER,  and  other  narra- 
tives.   Illus 15 

MUST  I  NOT  STRIVE?  or  the  Poor  Man's  Dinner. 
Illus 15 

THE  LOST  TICKET,  or  Is  your  Life  Insured?    Illus.    15 

THE  CHILD  ANGEL.     Illus 15 

THE  DREAM  OF  HEAVEN.  A  narrative  work  of 
touching  interest.    Tenth  thousand 15 

SUNBEAMS  FOR  HUMAN  HEARTS 15 


1 

DATE  DUE 

^^^^jJj^mmS 

IL 

...    V   * 

^rjAQi 

m 

y 

<''^J  ■•-' 

mm^ 

GAYLORD 

PRINTED  IN  U    S    A. 

'^  r¥^  //2,//SZ  ^<^^2^  /S''¥jfi^2d^. 


//c 


/fTjV^'^  '-     /  '^        '  o"^ 


'Si 

Princeton   Theological   Seminary-Speer  Library 


1    1012  01038  4388 


M^fs"AvV. 


i^ii<4icUiUUCiUiiUUviiAUUiUiiiUU= 


